Cultural Influences on the Education of Tribal Communities in Valparai, Coimbatore District: An Ethnographic Study

Abstract

Education is the key for the upliftment of socio-economic status in tribal people and at the same time it is also important to protect their cultural identity. This paper investigates the cultural barriers to education faced by tribal children in Valparai, Coimbatore District, Tamil Nadu. It contributed to the knowledge about the ways language, cultural practices, family obligations, access to education, parental desires and efforts to preserve culture shaped children's educations at that time. Purposive sampling was used and an ethnographic qualitative research design was selected. Tribal students were interviewed in depth and focus group discussions with parents conducted. The data were analysed using thematic analysis as per Braun and Clarke (2006).

Results identified five key themes: Language, Identity and Educational Experiences; Cultural Lifestyle and Family Responsibilities; Distance, Hostel Life and Educational Continuity; Parental Educational Aspirations and Support; Education and Cultural Preservation. The research revealed that linguistic barriers, remoteness, and domestic chores affected the participation of children in education, while parental support, well-meaning teachers and culture-sensitive educational system improved the experiences of learning. Findings also suggest that educational growth and cultural preservation are attainable to be integrated when schools validate indigenous knowledge, respect linguistic complexity, and tribal cultural ideals. The study proposes to consolidate strengthen multilingual/biliteracy education, culturally responsive pedagogy, community school partnership, teacher professional development to enable tribal inclusion and tribal education that is sustainable. The research adds to the burgeoning literature on tribal education by presenting place-concrete findings that may have relevance for educational policy and practice in tribal territories...