Author: Mrs. Ruchira Barai & Professor (Dr.) Prokash Biswas
DOI Link: https://doi.org/10.70798/Bijmrd/03050032
Abstract: Education occupies a complex position in the lives of indigenous communities, functioning simultaneously as a means of empowerment and as a vehicle for cultural assimilation. Among the Oraon (Kurukh) community of West Bengal, formal education has introduced new opportunities for social mobility while also posing challenges to the continuity of indigenous identity, language, and cultural practices. This paper explores the dynamics of identity formation, cultural continuity, and assimilation in relation to the educational experiences of the Oraon community in West Bengal. It examines how schooling mediates the interaction between traditional knowledge systems and dominant cultural frameworks, reshaping individual and collective identities across generations. The analysis highlights the ways in which Oraon families negotiate educational participation while attempting to preserve linguistic heritage, ritual practices, and community values. At the same time, it interrogates the pressures exerted by mainstream curricula, language policies, and institutional norms that often marginalize indigenous worldviews. The paper argues that education among the Oraon is not a linear process of cultural loss or integration but a negotiated and dynamic process characterized by hybridity, resistance, and adaptation. Understanding these dynamics is essential for developing inclusive educational policies that respect cultural diversity while promoting equitable learning outcomes.
Keywords: Oraon Community, Identity, Cultural Continuity, Assimilation, Tribal Education, West Bengal.
Page No: 288-300