—After independence, Indian national leaders have taken special care for formulating some special provisions of education to enhance the socio-economic status of backward sections and envisage all round development of the most deprived social sections known as aboriginal or Scheduled Tribes. In spite of all the loud rhetoric on the empowerment of STs, the conditions of this community have not improved to the extent desirable since independence. The disparity in education in particular is widening over the years. Effective machinery should be created to review all hitherto existing educational policies to plug loopholes, strict enforcement of the provision for education and to reduce the inequality in education. Against this backdrop, this paper has tried to critically analyze the educational status of tribal communities in Arunachal Pradesh and explore the constraints in enhancing the educational levels of this marginalized section. It is in this context that this paper seeks to map out inclusive approaches in education as a strategy to achieve the goal of education for all. It aims to construct a coherent conceptual and contextual policy framework in order to provide access and quality in basic education for all children and young people, and what it implies for education systems so that these needs can be addressed and responded to in mainstream of education whether it is formal or non-formal.
—Education, exclusion, inclusion and marginalization.
Soubhagya Ranjan Padhi is with the Rajiv Gandhi Central University, India (e-mail: email@example.com).
Cite: Soubhagya Ranjan Padhi, " Overcoming Exclusion and Marginalization in Education through Inclusive Approaches: Challenges and Vision of Arunachal Pradesh in India," International Journal of Social Science and Humanity vol. 6, no. 4, pp. 256-261, 2016.