Perspective Of Tribal Education

The book is the first ever comprehensive study of tribal education in India. It deals with five major sub-themes of tribal education-general problems and their solutions; non-tribal culture biases in education; tribal culture as positive educational reconciles: implications of researches and educational program's abroad for tribal education in India and preparation of materials for tribal learners.

Teaching teachers the importance of social connection in the classroom. Human brains are social, and a student's ability to learn is deeply influenced by the quality of his or her attachment to teachers and peers. Secure attachment relationships not only ensure our overall well-being, but also optimize learning by enhancing motivation, regulating anxiety, and triggering neuroplasticity. This book presents a classroom model of secure attachment, exploring how teacher-student rapport is central to creating supportive, "tribal" classrooms and school communities.

Contents: Introduction, Review of Literature, Approach to Tribal Development, Design of the Study, Socio-Economic and Demographic Profile of the Respondents, Profile of Tribals in Andhra Pradesh, Impact of Education, Absenteeism, Stagnation and Wastage, Alternative Strategies of Development of Tribal Education: Non-Formal Education, Summary and Conclusions.

This book studies the state of tribal education in India. It examines the educational status of the tribal population and studies developmental issues such as unemployment, illiteracy, caste discrimination and inequality faced by the community.

This book brings together multidisciplinarity, desirability and possibility of consilience of borderline studies which are topically diverse and methodologically innovative. It includes contemporary tribal issues within anthropology and other disciplines. In addition, the chapters underline the analytical sophistication, theoretical soundness and empirical grounding in the area of emerging core perspectives in tribal studies. The volume alludes to the emergence of tribal studies as an independent academic discipline of its own rights. It offers the opportunity to consider the entire intellectual enterprise of understanding disciplinary and interdisciplinary dualism, to move beyond interdisciplinarity of the science-humanities divide and to conceptualise a core of theoretical perspectives in tribal studies. The book proves an indispensable reference point for those interested in studying tribes in general and who are engaged in the process of developing tribal studies as a discipline in particular.

Crossing Mountains provides important insights about integrating Native-language learning into public education. Using case studies of school districts on the Flathead Indian Reservation in Montana, Phyllis Ngai argues that carefully designed and inclusive Native-language programs can benefit communities and students regardless of ethnic identity.