Author: Dr. R. Rajesh & Dr. N. Rekha
DOI Link: https://doi.org/10.70798/Bijmrd/04010010
Abstract: Despite constitutional safeguards and national policies promoting educational equity, indigenous (Scheduled Tribe) children in India continue to experience systemic educational exclusion at the foundational level of schooling. The present empirical survey investigates the nature and extent of educational exclusion, social marginalization, and diversity challenges faced by indigenous students in primary schools. Using a descriptive survey design, data were collected from 200 indigenous students and 50 teachers from government primary schools located in tribal-dominated regions. Tools included a researcher-developed Educational Exclusion Scale, Social Marginalization Questionnaire, and Diversity Challenges Inventory. Statistical analysis using mean, standard deviation, percentage analysis, and correlation revealed that language barriers, socio-economic deprivation, cultural disconnect, discrimination, and lack of inclusive pedagogy significantly affect school participation and learning outcomes. The findings underline the urgent need for culturally responsive teaching, mother-tongue instruction, inclusive curriculum reforms, and community engagement to reduce educational inequities.
Keywords: Educational Exclusion, Indigenous Education, Social Marginalization, Diversity in Education, Primary Schooling
Page No: 69-75