Peer Interaction, Exclusion and School Participation: Issues of Schooling in a Tribal Village of Odisha

IF 0.3 Q3 SOCIAL SCIENCES, INTERDISCIPLINARY Contemporary Voice of Dalit Pub Date : 2024-04-16 DOI:10.1177/2455328x241236648
Sukanta Kumar Mahapatra
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Abstract

In India, drop-outs and out-of-school children in school education are dominant educational discourses even after seven decades of independence. No doubt, various policies and programmes were devised to challenge these issues in education, but still the issues of drop-outs are rampant both in rural and urban areas. The inequality in educational attainment between Scheduled Tribes and the rest of the population has widened throughout the years. Various social aspects of why children leave school before they complete the secondary level of school are understudied in India. Aspects of cultural and social practices and patterns of socialization of tribal children have received little attention in the research on tribal children in India. By specially focussing on friendship networks/peer interaction, the article reflects on how it affects educational participation of tribal and non-tribal children in a village located in the tribal areas of Odisha, one of the eastern states of India.
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同伴互动、排斥和学校参与:奥迪沙部落村庄的就学问题
在印度,辍学和失学儿童在学校教育中占主导地位,即使在印度独立七十年之后也是如此。毫无疑问,印度制定了各种政策和计划来应对这些教育问题,但辍学问题在农村和城市地区仍然十分严重。多年来,在册部落与其他人口在受教育程度上的不平等不断扩大。在印度,对儿童为何在完成中学学业之前辍学的各种社会因素研究不足。在对印度部落儿童的研究中,部落儿童的文化和社会习俗以及社会化模式很少受到关注。通过特别关注友谊网络/同伴互动,文章反思了友谊网络/同伴互动如何影响印度东部邦之一奥迪沙部落地区一个村庄的部落儿童和非部落儿童的教育参与。
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Contemporary Voice of Dalit
Contemporary Voice of Dalit SOCIAL SCIENCES, INTERDISCIPLINARY-
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