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Access to Education by Women Among Scheduled Tribes of North East India

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Access to Education by Women Among Scheduled Tribes of North East India JOURNAL OF CRITICAL REVIEWS ISSN- 2394-5125 VOL 7, ISSUE 11, 2020 Access to Education by Women among Scheduled Tribes of North East India Tejaswita Duarah1 1Research Scholar, Centre for the Study of Regional Development, School of Social Science, Jawaharlal Nehru University, New Delhi Received: 22 March 2020 Revised and Accepted: l6 May 2020 ABSTRACT: Women in tribal societies have differential access to development measures such as education, based on their cultural variability in gender relationships. This is observed by the effects of region and location on culture, which reflect on the gender relations of a particular tribe and the status of women’s mobility to access education. As the tribal population in North-East India is spread throughout the region both in plains and hills, the plains provide an easier interaction with the non-tribal population concentrated in these fertile valleys while the hills provide them with more seclusion to retain their ethnic practices. Moreover, tribal societies have often faced religious influences over time shaping their cultural dynamism, which further impacts women’s access to education. This study looks into the gender disparity in education caused by the locational difference of tribal societies living in hills and plains of the region. It analyses different tribes of their literacy and age-specific enrollment according to their area of location. These differences reflect on the gender relations in different tribal societies which again reveals the flexibility and accessibly women have to education. KEYWORDS: Tribal society, women, education, accessibility, location and cultural dynamism. I. INTRODUCTION Women’s status in society determines her mobility to access development measures and autonomy, which varies across regions and communities. One’s ethnicity is a great determinant of decisive power and access to development opportunities such as health, education, employment, political representation and civil rights. Gender apparently cuts across all sections of the society to attain a status of “disadvantaged of the disadvantage” (Ridgeway, 2001). As gender is rooted deep into the societal pattern of patriarchy, it is necessary to study the intensity of patriarchy existing in that particular community which affects the autonomy of the women. This is expressed on the development indexes of females, namely gender disparity in education considering literacy and enrollment. The current disparity (as per Census 2011) explains the extent culture has changed over the years in a tribal society and how many ethnic traditions have they retained. Education is one of the critical indicators of human development, which scales one’s individual growth in understanding the surroundings better and pass knowledge to close members of the society and the next generation (Kumar and Sangeeta, 2013). In 1985 the International Women Conference held at Nairobi expressed education as the ‘milestone for women empowerment’ as it is the only way to challenge their traditional roles and bring about changes in life as an able-bodied individual (HDI Report, 1995). The flexibility of a society decides the access of women to attain education, while the attainment of education shall help women to be more independent and challenge the existing social norms. Even though there is significant progress in female literacy rates from 1981 to 2011 and narrowing of the gender gap, females still lag behind considerably; especially in the level of educational attainment and the choice of learning in higher education (Chanana, 2000). The gender disparity in educational attainment has a differential pattern in distribution over social groups and regions. Gender relationships have been observed to be rooted in the agricultural pattern of an area (Agarwal, 1994). This includes ownership of land and property and also the division of labor, where both genders either divide the work activities (gender roles) or share the work. This difference in work pattern on agriculture decides not just gender relation but also construct social hierarchy. The region plays a significant role in differencing gender relations or even the variations in the practice of patriarchy in the plains from that in the forested hills. Hence, such a social structure does reflect upon the status of women to access education accordingly. Moreover, 1833 JOURNAL OF CRITICAL REVIEWS ISSN- 2394-5125 VOL 7, ISSUE 11, 2020 gender is also largely affected by the religion practiced especially in the case of missionaries in colonial India. The influence of different religions in different societies and their target social groups result in differential outcomes in educational development as education was used as one major measure to promote religious and cultural beliefs among people. Such was the case of spreading education among marginalized sections of the society especially tribal population both by the Christian missionaries and so did the Arya and Brahmo Samaj to revive and reconvert these people (Bhatt, 1968). However, the reach of these efforts vary among social groups and regions and so was their outcomes of educational development varied accordingly. II. EDUCATION OF TRIBAL WOMEN IN NORTH-EAST INDIA: A TRIBE-WISE ANALYSIS The North-East Region (NER) is a well-defined region with a unique physiographic, socio-economic structure, racial mixture, and transitional political landscape. Tribal societies do not practice the concept of private property here, thus women enjoy a significant socio-economic position. Although patriarchy does exist among the communities of the NER, women’s significance as a producer bears some gender neutrality in society. She plays an important role in her family and her community in production and reproduction, promoting autonomy among women. It creates flexibility in society for her mobility. This environment promotes accessibility to institutions providing development measures to uplift the conditions in a society. These include education along with other aspects like health, justice, social and political representation and economic opportunities. Mobility further enhances the prospect of freeing oneself from dependency. The level of education for women is a significant factor to autonomy, while autonomy provided by the culture of the society shall decide upon her reach to education itself. Thus, the level of education of women in a society reflects the behavior of the cultural or ethnic traditions of the society itself. Tribal communities living in seclusion have continued to practice their traditional norms of life, which some refer to as ‘primitive’ (Boas, 2013; Durkheim, 2009). However, there have been unavoidable interactions with a different non-tribal population of migrants since early times and these have left some kind of imprint of ‘their’ culture on the tribes coming in contact with them. The span of time of interaction leaves a stronger impact accordingly and there is observed to have absorption and alteration of tribal culture. There is a great geographical significance to the level of interaction of the general population with tribal communities as accessibility is vital for contact and communication. The Brahmaputra valley and other plain areas have experienced various migration waves that observed interaction of tribal and non-tribal populations and a consequent socio-economic and political dynamism in these areas. This had a major impact on the gender relations in tribal societies, especially in the plains Thus, a study to observe the differential pattern among tribal societies according to their location shall understand the effect of terrain and region in the cultural dynamism. For this, a Tribal map drawn by Sarthak Sengupta (2003) is superimposed upon a physical map of North-East India to locate the domain of specific tribal groups in the region Map 1.Locating tribes in North East India by using Tribal Map of Sarthak Sengupta on Physical Map of India 1834 JOURNAL OF CRITICAL REVIEWS ISSN- 2394-5125 VOL 7, ISSUE 11, 2020 The above map clearly displays the distribution of various tribes over the physical landscape of the region. The region is covered by the Purvanchal Himalayas and the Meghalaya plateau, which is drained by large flood plains of the Brahmaputra, Barrack, and Manipur valley. These plains are the favorable grounds of habitation and a large population of both non-tribals and tribals occupy these fertile plains for sustenance agriculture. Some of these tribes living in the plains are Boro Kacharis, Dimasas, Lalung, Miri, Tripuri Tipperra, Deoris etc. But more number of tribes have inhabited the hilly forested tracks of the region and maintained a strong tribal identity like the Nagas, Mizos, Khasi Jaintiyas, Garos, Apatanis, Mishmis, and many others. The tribes living in the hills have more seclusion than those in the plains. Thus, cultural influence in tribal societies living in more seclusion retains their ethnic traditions with special significance given to gender relations here as compared to those tribal groups who have easier and frequent interactions with non-tribal communities. Hence, this study takes education as an indicator to observe gender disparity among tribal communities. Map 2.District-wise Gender Disparity in Literacy among Scheduled Tribes in North East India Scheduled tribes are spread in all districts of the NER spread across hills and plains. Accessibility plays a great role in these tribes acquiring development opportunities. The educational development in the region thus varies
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