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Relevant bibliographies by topics / Tribal education

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Academic literature on the topic 'Tribal education'

Author: Grafiati

Published: 2 June 2025

Last updated: 31 July 2025

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Journal articles on the topic "Tribal education"

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Demarest, Donna J., and Jacqueline Sokoloff. "Tribal Education." Nurse Educator 19, no. 4 (1994): 32–35. http://dx.doi.org/10.1097/00006223-199407000-00012.

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Rupavath, Ramdas. "Tribal Education." South Asia Research 36, no. 2 (2016): 206–28. http://dx.doi.org/10.1177/0262728016638718.

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Sambhaji Shinde, Shivaji. "A Study on Educational Schemes for Tribal Education in India." International Journal of Science and Research (IJSR) 12, no. 10 (2023): 1262–64. http://dx.doi.org/10.21275/sr231015125757.

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Soni, Amit. "Approach and Role of Chhattisgarh Government in Tribal Education." Indian Journal of Research in Anthropology 10, no. 1 (2024): 29–37. http://dx.doi.org/10.21088/ijra.2454.9118.10124.4.

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The role of the government is very prominent in the formal educational sector because it decides the line of action for approach and benefit to the students of all sections of society at state and national levels. Chhattisgarh, with one-third of its population as tribals, was constituted on 1st November 2000. According to the fifth schedule of the constitution of India, 60.55% of the total geographical area of Chhattisgarh is considered as the scheduled area inhabited by various tribal groups of the state, including 5 particularly vulnerable tribal groups. With the financial help of the centra

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Chittimoju, Usharani. "NGO Role in Tribal Education and Empowerment." International Journal of Trend in Scientific Research and Development Volume-3, Issue-1 (2018): 1312–17. http://dx.doi.org/10.31142/ijtsrd20270.

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Soni, Amit. "Tribal Needs and Expectations: National Policy for Education." Indian Journal of Research in Anthropology 3, no. 2 (2017): 115–19. http://dx.doi.org/10.21088/ijra.2454.9118.3217.7.

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Education has been institutionalized in the form of formal education in the schools and higher educational institutions in the remote and tribal areas gradually with the changing educational policies and programmes in the independent India with the advent of developing educational infrastructure and awareness in the remote areas. This resulted in the gradual increase in the percentage of literacy rate. But, perhaps tribal groups, especially PVTGs, could not come up effectively in full pace with their cohabitants and become part of this developing change in their villages and surroundings, due

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Choote, Lal Shaw, and Riyasat Ali Dr. "The role of tribal government in tribal development." International Journal of Trends in Emerging Research and Development 2, no. 6 (2024): 65–71. https://doi.org/10.5281/zenodo.14724308.

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This study examines the impact of post-independence developmental policies in India on tribal people in rural and urban areas. The research focuses on the challenges faced by these communities due to geographical, socioeconomic, and cultural factors. The Indian government has implemented various programs to improve the social and economic conditions of indigenous populations, including land rights, education, healthcare, employment, and infrastructure. The study evaluates welfare schemes, such as the Tribal Sub-Plan (TSP) and the Integrated Tribal Development Projects (ITDP), to assess the dev

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Madhusmita, Panda, and Behera Gajanana. "Tribal Education – Current Scenario with Future Prospects." International Journal of Advance and Applied Research 4, no. 24 (2023): 32–39. https://doi.org/10.5281/zenodo.8242407.

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This paper primarily focused on current issues and problems that tribal community face in their different phases of life as well as in their educational sphere.  Access to education in current scenario for schedule tribes has become a challenge due to so many vibrant causes. As, education is the fundamental right of all individuals, we can’t keep tribal education in an isolated form that is full of social and religious taboos. In the present context as per the need and demands of this highly competitive society where everybody wants to move forward with certain basic skills can be a

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Ranjan, Ajay Kumar. "Tribal Education in India." Afro Asian Journal of Anthropology and Social Policy 5, no. 1 (2014): 102. http://dx.doi.org/10.5958/2229-4414.2014.00190.2.

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Mane, Vikas. "TRIBAL EDUCATION - CRITICAL PERSPECTIVES." SCHOLARLY RESEARCH JOURNAL FOR HUMANITY SCIENCE AND ENGLISH LANGUAGE 10, no. 50 (2022): 12524–28. http://dx.doi.org/10.21922/srjhsel.v10i50.10179.

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Tribal education is the litmus test of the social sector welfare role of the state. The tribal stay outside the urban and rural fringes and live with social-cultural values that are distinctly different to the mainstream society. It is a cruel joke that people who can produce some of India's most exquisite handicrafts, who can distinguish hundreds of species of plants and animals who can survive off forests, the lands and the streams sustainably, with no need to go to the market to buy food, are labeled as unskilled. And we the mainstream urban consider ourselves to be skilled and superior. We

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Dissertations / Theses on the topic "Tribal education"

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Tarhoni, Daw. "Higher education & tribal identity in modern Libya." Thesis, University of Sunderland, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.529723.

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Akers, Deborah Sue. "The tribal concept in urban Saudi Arabia /." The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu148820427653002.

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Kelm, Bonnie G. "Art openings as celebratory tribal rituals /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487327695622295.

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Bourgault, Kevin. "Navigating Tribal Credentialism: An Ethnographic Case Study of the Higher Education Perceptions within a Pacific Northwest Tribal Community." Thesis, University of Oregon, 2016. http://hdl.handle.net/1794/20411.

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This ethnographic dissertation examines contemporary perceptions of higher education within the context of a Tribal government. The purpose of this dissertation is to understand how Tribal community members perceive higher education as related to Tribal self-determination. This project was partially modeled around two specific research questions relating to Brayboy’s (2012) model of self-determination. Specific research questions for this dissertation included: (1) What are the perceptions of education in a Tribal community as they relate to sovereignty, nation building, and self-determinat

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Antoine, Nora. "Exploring Tribal College and University (TCU) Faculty Collegiality." Antioch University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1383048432.

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Mukherjee, Anirban. "Tribal education in India : an examination of cultural imposition and inequality." Thesis, Manhattan, Kan. : Kansas State University, 2009. http://hdl.handle.net/2097/1520.

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Abercrombie-Donahue, Micki. "Educators' perceptions of Indian education for all: a tribal critical race theory ethnography." Diss., Montana State University, 2011. http://etd.lib.montana.edu/etd/2011/abercrombie-donahue/Abercrombie-DonahueM1211.pdf.

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This tribal critical race theory (TribCrit) ethnographic study explored educators' perceptions of Indian Education for All (IEFA), the latest in a series of educational reforms designed to preserve the heritages of the Montana Tribal Nations and transform Montana school curricula and teaching. This study found a lack of consensus and understanding among the educators about the purposes and the design of IEFA. The educators believed the most beneficial sources of support for the future implementations of IEFA would be recursive, ongoing and consistent partnerships and collaborations with Indige

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Mennell, Putman T. Elizabeth. "Tribal college and university accreditation : a comparative study /." Full text (PDF) from UMI/Dissertation Abstracts International, 2000. http://wwwlib.umi.com/cr/utexas/fullcit?p3004340.

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Marling, David. "Higher Education and Native Nation Building: Using a Human Capital Framework to Explore the Role of Postsecondary Education in Tribal Economic Development." Thesis, University of North Texas, 2012. https://digital.library.unt.edu/ark:/67531/metadc149637/.

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Native American Nations have perpetually had the highest rates of poverty and unemployment and the lowest per capita income of any ethnic population in the United States. Additionally, American Indian students have the highest high school dropout rates and lowest academic performance rates as well as the lowest college admission and retention rates in the nation. As Native Nations try to reverse these trends through sustainable economic development, they must do so with a limited number of educated, skilled workers in their own communities and with a complicated relationship with higher educa

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Riding, In Leslie D. "On Their Own: How Thirty-One Tribal Colleges Address Five Educational Concepts." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc28466/.

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This qualitative research, specifically a content analysis of 31 tribal colleges' mission statements and curricula, examined how the colleges' curricula aligned with the five educational concepts suggested in the colleges' mission statements. Cajete's (1994) seven foundations to indigenous thinking proved to be a major theoretical framework which provided a worldview for tribal learning. The study concluded that whereas the five educational concepts aligned between mission statements and curricula, the curricula emphasized culture, tribal community, and academic success at a greater level th

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Books on the topic "Tribal education"

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Singh, Uttam Kumar. Tribal education. Commonwealth Publishers in association with Dr. Zakir Hussain Institute for Non-formal and Continuing Education, 1997.

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Panda, Bhujendra Nath. Tribal education. A.P.H. Pub. Corp., 1996.

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Reddy, K. Sekhar. Development of tribal education. Arjun Publishing House, 2017.

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Shah, Beena. Tribal education, perspective & prospects. Naya Prokash, 1992.

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1931-, Bhupinder Singh, Mahanti Neeti, Jigyansu Tribal Research Centre (New Delhi, India), and National Workshop on Tribal Education in India (1993 : India International Centre), eds. Tribal education in India. Inter-India Publications, 1995.

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Singh, Shyama Nand. Tribal education in India. Uppal Pub. House, 1991.

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Ghanshyam, Shah, and Centre for Social Studies, Surat., eds. Tribal education in Gujarat. Ajanta Publications, 1985.

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Kundu, Manmatha. Tribal education, new perspectives. Gyan Pub. House, 1994.

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Mishra, Brundaban Chandra. Education of tribal children. Discovery Pub. House, 1996.

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Reddy, P. Adinarayana. Contours in tribal girls education. Associated Publishers, 2013.

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Book chapters on the topic "Tribal education"

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Rupavath, Ramdas. "Tribal Education." In Education as Development. Routledge India, 2023. http://dx.doi.org/10.4324/9780429285561-12.

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Kumar, Cheruku Jeevan. "Tribal Education in Rajasthan." In Politics of Education in India. Routledge India, 2022. http://dx.doi.org/10.4324/9780429285523-8.

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Rupavath, Ramdas. "Tribal Life in Schools." In Education as Development. Routledge India, 2023. http://dx.doi.org/10.4324/9780429285561-4.

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Oriol, Manuel. "Tribal Capstone Project Course." In Frontiers in Software Engineering Education. Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-48639-5_3.

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Bara, Joseph, and Anubhuti Agnes Bara. "Tribal education in central India." In Social Inclusion and Education in India. Routledge India, 2020. http://dx.doi.org/10.4324/9780429281846-2.

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Dash, Dipak Kumar. "Problems of Tribal Education in India." In Education as Development. Routledge India, 2023. http://dx.doi.org/10.4324/9780429285561-11.

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Singh, Vikram. "Education and Emancipation of Tribal Children." In Education as Development. Routledge India, 2023. http://dx.doi.org/10.4324/9780429285561-7.

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Scharfe, Hartmut. "Education, Hinduism: Ancient, Classical, Modern, and Contemporary." In Hinduism and Tribal Religions. Springer Netherlands, 2022. http://dx.doi.org/10.1007/978-94-024-1188-1_1159.

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Jones Brayboy, Bryan McKinley. "Tribal Critical Race Theory." In Handbook of Critical Race Theory in Education, 2nd ed. Routledge, 2021. http://dx.doi.org/10.4324/9781351032223-17.

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Das, Pankaj. "Tribal Girls and Dropping Out." In Politics of Education in India. Routledge India, 2022. http://dx.doi.org/10.4324/9780429285523-16.

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Conference papers on the topic "Tribal education"

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Larson, Marta. "A PROCESS FOR ADDRESSING SOCIOECONOMIC BARRIERS TOWARD RECEIVING THE EDUCATION NECESSARY TO QUALIFY FOR REGIONAL HIGH-SKILL, HIGH-WAGE AND IN-DEMAND OCCUPATIONS IN A RURAL NATIVE AMERICAN TRIBAL COMMUNITY." In 19th International Technology, Education and Development Conference. IATED, 2025. https://doi.org/10.21125/inted.2025.0773.

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van Vuuren Cassar, Gemma. "STUDENTS' ASSESSMENT EXPERIENCE IN HIGHER EDUCATION: A TRIAL OF SUMMATIVE AUDIO FEEDBACK." In 17th International Conference on Education and New Learning Technologies. IATED, 2025. https://doi.org/10.21125/edulearn.2025.0424.

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Swayamsidha, Sadhna. "“Sky Is My Father, Earth Is My Mother”: Kincentric Ecologies of the Heart in Easterine Kire’s Son of the Thundercloud and When the River Sleeps." In 5th World Conference on Arts, Humanities, Social Sciences and Education. Eurasia Conferences, 2024. http://dx.doi.org/10.62422/978-81-968539-1-4-008.

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This presentation focuses on the emergence of contemporary North East India’s tribal anglophone fiction that portrays the co-constitutive associations, links and relations between the Angami indigenous tribe in Nagaland and their surrounding environment. It engages with Naga tribal writer Easterine Kire’s novels, Son of the Thundercloud (2016) and When the River Sleeps (2014) in order to argue how Indian tribal writing conceptualizes the ‘Indic-indigenous’ environmental imagination in the twenty-first century. The presentation shows how Kire’s writing evokes the philosophy of kincentric ecolog

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Hernandez, Susan D., and Mary E. Clark. "Building Capacity and Public Involvement Among Native American Communities." In ASME 2001 8th International Conference on Radioactive Waste Management and Environmental Remediation. American Society of Mechanical Engineers, 2001. http://dx.doi.org/10.1115/icem2001-1251.

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Abstract The United States Environmental Protection Agency (U.S. EPA) supports a number of local community initiatives to encourage public involvement in decisions regarding environmental waste management and remediation. Native American tribal communities, in most cases, operate as sovereign nations, and thus have jurisdiction over environmental management on their lands. This paper provides examples of initiatives addressing Native American concerns about past radioactive waste management practices — one addresses uranium mining wastes in the Western United States and the other, environmenta

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White, Germaine, Adrian Leighton, and David Rockwell. "LIVING LANDSCAPES: CULTURE, CLIMATE SCIENCE, AND EDUCATION IN TRIBAL COMMUNITIES." In GSA Annual Meeting in Denver, Colorado, USA - 2016. Geological Society of America, 2016. http://dx.doi.org/10.1130/abs/2016am-285937.

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Shah, Vipul, and Smita Agarwal. "Introducing Computing to Underserved Tribal Communities Through the Bebras Challenge." In ITiCSE 2023: Innovation and Technology in Computer Science Education. ACM, 2023. http://dx.doi.org/10.1145/3587103.3594174.

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Price, Paula. "Culturally Responsive Professional Development: Engaging Tribal Language Teachers in Indigenous STEM Education." In 2020 AERA Annual Meeting. AERA, 2020. http://dx.doi.org/10.3102/1585254.

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Stall-Meadows, Celia, and Dannielle Branam. "Curiosity and Constraints: A Case Study of Indigenous Tribal IRB Processes for Novice Researchers." In Canada International Conference on Education. Infonomics Society, 2022. http://dx.doi.org/10.20533/cice.2022.0048.

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Boki, Theresa Agnes. ""What can we learn from Kamoro and Amungme Tribal Children?”: Enlightening Play-Based Teaching and Learning." In World Congress on Education. Infonomics Society, 2023. http://dx.doi.org/10.20533/wce.2023.0005.

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Vanukuru, Srinivasa Rao, Manaswi Veligatla, V. V. V. S. Prakasa Rao, and T. K. Visweswara Rao. "Renewable hybrid power generation system to the households in remote tribal areas." In INTERNATIONAL CONFERENCE ON RENEWABLE ENERGY RESEARCH AND EDUCATION (RERE-2018). Author(s), 2018. http://dx.doi.org/10.1063/1.5048004.

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Reports on the topic "Tribal education"

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Author, Not Given. Partnership for Environmental Technology Education: Tribal Colleges Initiative in Science and Environmental Education. Office of Scientific and Technical Information (OSTI), 1999. http://dx.doi.org/10.2172/307851.

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Sinha, Ria. NGOs and tribal development. Indian School of Development Management, 2024. https://doi.org/10.58178/246.1046.

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Non-governmental Organisations (NGOs) play an important role in addressing deep-rooted challenges such as marginalisation, that hamper the socio-economic progress of the tribal community in Palghar district of Maharashtra. They, in collaboration with the (state) government, serve as catalysts that can bring about systemic change. This study uses the multi-case study approach to examine NGOs working in the education sector and those that provide livelihood interventions in Palghar district (Maharashtra). Insights were drawn through semi-structured interviews, and a comprehensive analysis of doc

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Atcitty, Stanley. Tribal Colleges and Universitie/American Indian Higher Education Consortium Advanced Manufacturing Technical Assistance Project. Office of Scientific and Technical Information (OSTI), 2017. http://dx.doi.org/10.2172/1395213.

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Atcitty, Stanley. Tribal Colleges and Universitie/American Indian Higher Education Consortium Advanced Manufacturing Technical Assistance Project. Office of Scientific and Technical Information (OSTI), 2018. http://dx.doi.org/10.2172/1423182.

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Atcitty, Stanley. Tribal Colleges and Universities/American Indian Higher Education Consortium Advanced Manufacturing Technical Assistance Project. Office of Scientific and Technical Information (OSTI), 2019. http://dx.doi.org/10.2172/1572596.

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Atcitty, Stanley. Tribal Colleges and Universities/American Indian Higher Education Consortium Advanced Manufacturing Technical Assistance Project. Office of Scientific and Technical Information (OSTI), 2018. http://dx.doi.org/10.2172/1760409.

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Atcitty, Stanley. Tribal Colleges and Universities/American Indian Higher Education Consortium Advanced Manufacturing Technical Assistance Project. Office of Scientific and Technical Information (OSTI), 2019. http://dx.doi.org/10.2172/1762106.

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Atcitty, Stanley. Tribal Colleges and Universities/American Indian Research and Education Initiatives Advanced Manufacturing Technical Assistance Project. Office of Scientific and Technical Information (OSTI), 2017. http://dx.doi.org/10.2172/1343364.

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Al-Qaddo, Syria Mahmoud Ahmad. Shabak Women in the Nineveh Plain: The Impact of Intersectional Discrimination on their Daily Lives. Institute of Development Studies, 2022. http://dx.doi.org/10.19088/creid.2022.008.

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This CREID Policy Briefing provides recommendations to address the discrimination and marginalisation faced by the Shabak community in the Nineveh Plains in Iraq. Shabak women in Iraq live within a tribal, religious and patriarchal society. Priority is given to men in terms of education, employment, public life, personal freedom and inheritance. This means that, while all Shabak people have suffered from years of conflict and marginalisation as a religious minority group, women and girls face particular forms of intersectional discrimination. Today more Shabak women go to school and university

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Angrist, Noam, and Rachael Meager. Implementation matters: Generalising treatment effects in education. What Works Hub for Global Education, 2023. http://dx.doi.org/10.35489/bsg-whatworkshubforglobaleducation-wp_2023/03.

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Targeted instruction is one of the most effective educational interventions in low- and middle-income countries, yet reported impacts vary by an order of magnitude. We study this variation by aggregating evidence from prior randomised trials across five contexts, and use the results to inform a new randomised trial. We find two factors explain most of the heterogeneity in effects across contexts: the degree of implementation (intention-to-treat or treatment-on-the-treated) and program delivery model (teachers or volunteers). Accounting for these implementation factors yields high generalisabil

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