{"id":13387,"date":"2026-11-10T23:39:54","date_gmt":"2026-11-10T18:09:54","guid":{"rendered":"https:\/\/bijmrd.com\/?p=13387"},"modified":"2026-11-10T23:39:55","modified_gmt":"2026-11-10T18:09:55","slug":"digital-pedagogies-and-technology-enhanced-learning-educational-accessibility-among-post-1947-migrant-marginalized-communities-in-nadia-district-west-bengal","status":"publish","type":"post","link":"https:\/\/bijmrd.com\/index.php\/volume4-issue10\/digital-pedagogies-and-technology-enhanced-learning-educational-accessibility-among-post-1947-migrant-marginalized-communities-in-nadia-district-west-bengal\/","title":{"rendered":"Digital Pedagogies and Technology-Enhanced Learning: Educational Accessibility among Post-1947 Migrant Marginalized Communities in Nadia District, West Bengal"},"content":{"rendered":"\n

Author: Mrityunjoy Mazumder<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> https:\/\/doi.org\/10.70798\/Bijmrd\/04100005<\/a><\/p>\n\n\n\n

Abstract:<\/strong> This paper examines whether digital learning is opening or closing doors for communities in Nadia district excluded from education after the 1947 Partition. The Partition resulted in long-term educational and economic disadvantage for many groups, including Hindu refugees like the Namasudra community, Matuas and other backward classes. However, these groups are in an era when mobile-based learning has been incorporated into school life under the National Education Policy 2020, and digital tools may expand some people\u2019s access while reducing others. This reflexive thematic analysis used sources published from 2020 to 2026 (including peer-reviewed articles, government policies, and international reports). There were four themes emerging from the analysis. First, first-generation learners are at a disadvantage because of their parents\u2019 lack of formal education and family situation. Second, the government\u2019s primary platforms are in Hindi & English, whereas many people speak Bengali. Third, Bengali-medium teachers are not yet comfortable accessing and using online teaching resources. Fourth, a lack of documentation, institutional apprehension, and low confidence in online systems create a major barrier. In general, learners\u2019 ability to benefit from technology depends on several factors, such as using it in Bengali, teachers\u2019 guidance, and community assistance with documents.<\/p>\n\n\n\n

Keywords:<\/strong> Digital Pedagogy, Technology-Enhanced Learning, Educational Accessibility, Partition Migrants, Marginalised Communities.<\/p>\n\n\n\n

Page No: 50-56<\/strong><\/p>\n\n\n\n

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download journal<\/a><\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":"

Author: Mrityunjoy Mazumder DOI Link: https:\/\/doi.org\/10.70798\/Bijmrd\/04100005 Abstract: This paper examines whether digital learning is opening or closing doors for communities in Nadia district excluded from education after the 1947 Partition. The Partition resulted in long-term educational and economic disadvantage for many groups, including Hindu refugees like the Namasudra community, Matuas and other backward classes. However, …<\/p>\n

Digital Pedagogies and Technology-Enhanced Learning: Educational Accessibility among Post-1947 Migrant Marginalized Communities in Nadia District, West Bengal<\/span> Read More »<\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"default","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"set","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""}},"footnotes":"","_joinchat":[]},"categories":[66],"tags":[],"rttpg_featured_image_url":null,"rttpg_author":{"display_name":false,"author_link":"https:\/\/bijmrd.com\/index.php\/author\/asraful-alibiswas\/"},"rttpg_comment":0,"rttpg_category":"Volume4 Issue10<\/a>","rttpg_excerpt":"Author: Mrityunjoy Mazumder DOI Link: https:\/\/doi.org\/10.70798\/Bijmrd\/04100005 Abstract: This paper examines whether digital learning is opening or closing doors for communities in Nadia district excluded from education after the 1947 Partition. The Partition resulted in long-term educational and economic disadvantage for many groups, including Hindu refugees like the Namasudra community, Matuas and other backward classes. However,…","_links":{"self":[{"href":"https:\/\/bijmrd.com\/index.php\/wp-json\/wp\/v2\/posts\/13387"}],"collection":[{"href":"https:\/\/bijmrd.com\/index.php\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/bijmrd.com\/index.php\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/bijmrd.com\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/bijmrd.com\/index.php\/wp-json\/wp\/v2\/comments?post=13387"}],"version-history":[{"count":1,"href":"https:\/\/bijmrd.com\/index.php\/wp-json\/wp\/v2\/posts\/13387\/revisions"}],"predecessor-version":[{"id":13389,"href":"https:\/\/bijmrd.com\/index.php\/wp-json\/wp\/v2\/posts\/13387\/revisions\/13389"}],"wp:attachment":[{"href":"https:\/\/bijmrd.com\/index.php\/wp-json\/wp\/v2\/media?parent=13387"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/bijmrd.com\/index.php\/wp-json\/wp\/v2\/categories?post=13387"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/bijmrd.com\/index.php\/wp-json\/wp\/v2\/tags?post=13387"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}