A HERMENEUTIC STUDY ON 'EDUCATIONAL STATUS OF TRIBE WOMEN' AND THEIR 'PERCEPTION OF TEACHER' FOLLOWING 3/3 MODEL ON LOCALE, CLAN AND GENERATION

서지정보

ㆍ발행기관 : 한국교육학회 ㆍ수록지정보 : 교육학연구
ㆍ저자명 : Rajarshi Roy, Anjana Paira

목차

Abstract
1. INTRODUCTION
2. METHODOLOGY OF THE STUDY
3. ANALYSES AND INTERPRETATION OF DATA
4. FINDINGS
5. CONCLUSION
NOTES & REFERENCES:

영어 초록

History of women-education in India 15 unwritten and less emphasized. In Indian socioeducational scenario, little more than a quarter of the population belonging to tribe denomination and are backward compared to mainstream population in terms of educational attainment, social participation, economic development and almost all other walk of modern life. Tribal education is therefore emerged as a special field of study in Indian scenario.

Due to waive of globalization, as like mainstream population, womenfolk among the tribe communities are day- by- day depleting from the formal education scenario. 'Education for tribal women' would be best possible, provided they are taught by the teacher from the same denomination.

Women in the tribal community, as in other communities, constitute half of the population. Wellbeing of community depends importantly on the status of women. However they are more likely than men to be illiterate, and to have fewer chances to be literate and educated even at elementary level.

Developmental strategies in independent India depend heavily on planning. Unfortunately problems and educational needs of the tribal womenfolk in India are yet 'unknown'. What mostly practiced is just 'guessing and proceeding on the plans over the guesswork'. These gaps of knowledge require immediate intervention for appropriate planning on education for the tribal womenfolk.

Present study makes an attempt on the line and includes 300 tribe women as sample. The basic objective of the paper is to explore the educational status of the tribal women, their felt - need and demand for education, 'role - model' 'role- expectation' and 'role- performance' of teacher as perceived by them from three successive generations in Eastern India. Respondents belonging to three major tribe communities, viz. the Santhals, the Lodha and the Bhumij, who are residing in the bordering zone of the three states, viz. West Bengal, Orissa and Jharkhand. The study follows a hermeneutic- cum- comparative approach, within a gender- driven educoanthropological frame.

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