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DNT REPORT-CSD.Pdf SOCIO-ECONOMIC STATUS AND EDUCATIONAL ATTAINMENT AND CHALLENGES OF DENOTIFIED, NOMADIC AND SEMI-NOMADIC TRIBES A study of (a) Western & Northern States - Maharashtra, Goa, Gujarat, Madhya Pradesh & Chhattisgarh (b) Southern States - Andhra Pradesh & Telangana, Karnataka, Tamil Nadu & Puducherry Sponsored by INDIAN COUNCIL OF SOCIAL SCIENCE RESEARCH FINAL CONSOLIDATED REPORT Revised, Compiled and Edited by Kalpana Kannabiran (National Coordinator & Director, CSD-SRC) Sujit Kumar Mishra (Associate Professor, CSD-SRC) Soumya Vinayan (Assistant Professor, CSD-SRC) K. Jafar (ICSSR Post Doctoral Fellow 2014-16, CSD-SRC) July 2017 Council for Social Development Southern Regional Centre 5-6-151 Rajendranagar Hyderabad 500030 Telangana www.csdhyd.org Indian Council of Social Science Research (Ministry of Human Resource Development) Aruna Asaf Ali Marg New Delhi 110067 www.icssr.org Council for Social Development, Southern Regional Centre, is an institute of advanced research in the social sciences and humanities recognised and supported by the Indian Council of Social Science Research. CSD-SRC is also supported by the Government of Telangana and the Reserve Bank of India. Cover photo credits: Kalpana Kannabiran Acknowledgements For their assistance and support at various stages of this project, we place on record our thanks to the CSD team: K. Sanjiva Rao, A&AO; P. Kumar, Assistant Programmer; R. Balaji, Research Associate; B. Srinivasa Reddy, Research Associate; and YSS Prasad, K. Mahalakshmi, P. Lalitha Kumari, K. Arun Jyothi, N. Prasanna Rani, K. Sangeetha and Rani Shanamoni for their secretarial and technical assistance. We would also like to place on record our special thanks to Lingaraja Sahu for his support in preparing the maps for this report. CONTENTS Description Page No. PREFACE i-ii List of Tables iii-ix List of Figures x-xiii List of Maps xiv PART A Chapter 1 INTRODUCTION 1 1 Denotified, Nomadic and Semi Nomadic Tribes 2 2 The Right to Education and Tribal Communities 6 3 Research Objectives 9 4 Data, Sample and Methodology 10 4.1 Sampling Procedure 11 4.2 Data Collection 17 4.3 Interview Schedule 17 4.4 The Approach 19 5 Organization of the Report 19 6 Limitations of the Study 19 PART B WESTERN & NORTHERN STATE REPORTS Chapter 2 MAHARASHTRA I. INTRODUCTION 20 1 Context 20 2 DNT Communities in Maharashtra 21 3 Methodology 22 3.1 Sample Design 22 3.2 Introducing DNT Communities under Study 24 3.3 Sample size 31 3.4 Profile of the Sample 32 3.4.1 Geographical distribution of the sample 32 3.4.2 Household Population of the Sample 35 II. SOCIO-ECONOMIC CONDITION OF THE TRIBES 36 4 The Tribes and their Social Status 37 5 Spoken Language 39 6 Livelihood and its Sources 43 7 Living Conditions - Housing and Other Assets 48 8 Possession of Identification and Other Beneficiary Cards 52 9 Assets 55 10 Discrimination 57 11 Seasonal Migration 62 12 Neighbourhood 65 III. EDUCATION AMONG DENOTIFIED TRIBES – STATUS 66 13 Status of Education 66 14 Parental Role and Motivation 72 15 Affirmative Action and Policies for DNTs in 80 Maharashtra 16 Conclusions 87 Description Page No. Chapter 3 GOA 90 I. INTRODUCTION 90 1 Context 91 2 Methodology 91 2.1 Sample Design 91 2.2 Introducing DNT under Study 94 2.2.1 Etymology and Ecological foundation of Dhangar-Gouly 94 homeland 2.2.2 Historical Background 94 2.2.2.1 Who are the Dhangar-Gouly of Goa? 94 2.2.2.2 Geographical location, colonial history and the isolation of the 96 Dhangar-Gouly 2.3 Sample Size 100 2.4 Profile of the Sample 100 II. SOCIO-ECONOMIC CONDITION OF THE TRIBES 102 3 The Tribe and its Social Status 102 4 Spoken Language 104 5 Livelihood and its Sources 105 6 Living Conditions - Housing and Other Assets 107 7 Possession of Identification and Other Beneficiary Cards 110 8 Assets 111 III. EDUCATION AMONG DENOTIFIED TRIBES – STATUS 113 9 Status of Education 113 10 Parental Role and Motivation 117 11 Marginalised Communities and Education in Goa 122 12 Further Exclusion from Equitable Education 124 13 Conclusions 126 Chapter 4 GUJARAT I. INTRODUCTION 129 1 Context 129 2 Methodology 129 2.1 Mapping 130 3 Profile of the Sample 134 3.1 Geographical spread of the Sample 134 3.2 Household Population of the Sample 136 II. SOCIO-ECONOMIC CONDITION OF THE TRIBES 137 4 Tribes and their Social Status 138 5 Spoken Language 141 6 Livelihood and its Sources 144 7 Living Conditions - Housing and Other Assets 147 8 Possession of Identification and Other Beneficiary Cards 152 9 Assets 157 10 Discrimination 159 11 Seasonal Migration 161 12 Neighbourhood 163 III. EDUCATION AMONG DENOTIFIED TRIBES – STATUS 165 13 Status of Education 165 14 Parental Role and Motivation 171 15 Marginalised Communities and Education in Gujarat 178 16 Conclusions 183 Description Page No. Chapter 5 MADHYA PRADESH I. INTRODUCTION 185 1 Context 185 2 Methodology 185 2.1 Sample Design 185 3 DNTs under Study 187 4 Sample Size 201 5 Profile of the Sample 202 II. SOCIO-ECONOMIC CONDITION OF THE TRIBES 203 6 The Tribes and Their Social Status 204 7 Spoken Language 207 8 Livelihood and its Sources 210 9 Living Conditions - Housing and Other Assets 213 10 Possession of Identification and Other Beneficiary Cards 216 11 Assets 219 12 Discrimination 219 13 Seasonal Migration 221 14 Neighbourhood 223 III. EDUCATION AMONG DENOTIFIED TRIBES – STATUS 225 15 Status of Education 225 16 Parental Role and Motivation 230 17 Education for Social Change: Teachers’ View 236 18 Conclusions 237 Chapter 6 CHHATTISGARH I. INTRODUCTION 239 1 Context 239 2 Methodology 240 3 Sample size 214 4 Profile of the Sample 242 4.1 Geographical spread of the sample 242 II. SOCIO-ECONOMIC CONDITION OF THE TRIBES 245 5 The Tribe and Their Social Status 246 6 Spoken Language 248 7 Livelihood and Its Sources 251 8 Living Conditions - Housing and Other Assets 255 9 Possession of Identification and Other Beneficiary Cards 258 10 Assets 261 11 Discrimination 263 12 Seasonal Migration 265 13 Neighbourhood 267 III. EDUCATION AMONG DENOTIFIED TRIBES –STATUS 268 14 Status of Education 268 15 Parental Role and Motivation 272 16 Conclusions 279 Description Page No. PART C SOUTHERN STATES Chapter 7 ANDHRA PRADESH AND TELANGANA I. INTRODUCTION 281 1 Context 281 Section 1: Andhra Pradesh 283 2 Methodology 283 2.1 Sample Design 283 2.2 Introducing DNT Communities under Study 284 2.3 Sample size 290 2.4 Profile of the Sample 291 2.4.1 Geographical distribution of the sample 291 2.4.2 Household Population of the Sample 292 II. SOCIO-ECONOMIC CONDITION OF THE TRIBES 293 3 The Tribes and their Social Status 294 4 Spoken Language 297 5 Livelihood and its Sources 301 6 Living Conditions - Housing and Other Assets 305 7 Possession of Identification and Other Beneficiary Cards 309 8 Assets 312 9 Discrimination 314 10 Seasonal Migration 316 11 Neighbourhood 317 III. EDUCATION AMONG DENOTIFIED TRIBES - STATUS 318 12 Status of Education 318 13 Parental Role and Motivation 323 14 Conclusions 327 Section 2 : Telangana 329 15 Methodology 329 15.1 Sample Design 329 15.2 DNTs under Study in Telangana State 329 15.3 Sample Size 332 16 Profile of the Sample 333 16.1 Geographical Distribution of the Sample 333 16.2 Household Population of the Sample 334 II. SOCIO-ECONOMIC CONDITION OF THE TRIBES 335 17 The Tribes and their Social Status 336 18 Spoken Language 339 19 Livelihood and its Sources 341 20 Living Conditions - Housing and Other Assets 344 21 Possession of Identification and Other Beneficiary Cards 348 22 Assets 351 23 Discrimination 351 24 Seasonal Migration 353 25 Neighbourhood 355 III. EDUCATION AMONG DENOTIFIED TRIBES – STATUS 356 26 Status of Education 356 27 Parental Role and Motivation 360 28 Conclusions 363 Description Page No. Chapter 8 KARNATAKA I. INTRODUCTION 366 1 Context 366 2 Methodology 368 2.1 Sample Design 368 2.2 Introducing DNTs under Study 369 2.3 Sample size 376 2.4 Profile of the Sample 376 2.4.1 Geographical Spread of the sample 376 2.4.2 Household Population of the Sample 377 II. SOCIO-ECONOMIC CONDITION OF THE TRIBES 379 3 The Tribes and their Social Status 379 4 Spoken Language 381 5 Livelihood and Its Sources 386 6 Living Conditions - Housing and Other Assets 389 7 Possession of Identification and Other Beneficiary Cards 393 8 Assets 396 9 Discrimination 397 10 Seasonal Migration 399 11 Neighbourhood 401 III. EDUCATION AMONG DENOTIFIED TRIBES – STATUS 403 12 Status of Education 403 13 Parental Role and Motivation 408 14 Conclusions 415 Chapter 9 TAMILNADU AND PUDUCHERRY I. INTRODUCTION 418 1 Context 418 2 DNTs Today 420 3 Methodology 421 3.1 Sample Design 421 3.2 Introducing DNTs under Study 422 3.3 Sample size 427 4 Profile of the Sample 427 4.1 Geographical distribution of the sample 427 4.2 Household Population of the Sample 429 II. SOCIO-ECONOMIC CONDITION OF THE TRIBES 430 5 The Tribes and their Social Status 431 6 Spoken Language 433 7 Livelihood and Its Sources 436 8 Living Conditions - Housing and Other Assets 439 9 Possession of Identification and Other Beneficiary Cards 443 10 Assets 447 11 Discrimination 447 12 Seasonal Migration 449 13 Neighbourhood 452 III. EDUCATION AMONG DENOTIFIED TRIBES – STATUS 453 14 Status of Education 453 15 Parental Role and Motivation 458 16 Conclusions 464 Description Page No. PART D Chapter 10 CONCLUSIONS AND RECOMMENDATIONS FOR POLICY 1 Introduction 466 2 Salient Aspects of Study 467 2.1 The question of classification 467 2.2 Location and livelihoods 468 2.3 Nomadism to forced migration 470 2.4 Government subsidies 470 2.5 Housing and basic amenities 471 2.6 Educational attainment 472 2.6.1 Parental involvement 472
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