Social Inclusion and Education in India Scheduled Tribes, Denotified Tribes and Nomadic Tribes

This book examines social inclusion in the education sector in India for scheduled tribes (ST), denotified tribes and nomadic tribes. It investigates the gaps between what was promised to the marginalized sections in the constitution, and what has since been delivered.

The volume:
? Examines data from across the Indian states on ST and non-ST students in higher, primary and secondary education;
? Analyses the success and failures of education policy at the central and state level;
? Brings to the fore colonial roots of social exclusion in education.

A major study, the volume will be of great interest to scholars and researchers of education, sociology and social anthropology, development studies and South Asian studies.

1. Introduction: Tribes in India and their education 2. Tribal Education in Central India, 1835-2010: Condition under Colonialist and Nationalist Moves 3. Uneven Growth and Hurdled Path Education of the Scheduled Tribes in Chhattisgarh 4. Strands of Educational Participation of Scheduled Tribes: The Case of Jharkhand 5. Academic Performance of the Scheduled Tribe Students in West Bengal 6. Under the Shadow of Prosperity: Scheduled Tribe Students in Gujarat 7. The Paradox of Education: Equality and Disempowerment of the Scheduled Tribes 8. Invisible Discrimination: Educational Status of Scheduled Tribes of Telangana State 9. Outliers in Kerala: Education Status of Scheduled Tribes 10. Educational Status of the De-Notified Tribes of Telangana 11. Educational Constraints and Condition of De-Notified, Nomadic and Seminomadic Tribes in Rajasthan

Ghanshyam Shah is a former professor of social sciences at the Centre of Social Medicine and Community Health, School of Social Sciences, Jawaharlal Nehru University, New Delhi, India.

Joseph Bara is a former faculty member at the Indian Institute of Dalit Studies, New Delhi, India.