Development Education for Tribal Empowerment

  • Chintamani Majhi, Prahallad Majhi, Madan Sing Majhi


Contextualizing the growing need of ‘Development Education’ as an action for public in the trajectory of world development is the focus of this paper. Democracy and the democratization of knowledge construction process based on communicative and dialogical learning are needed for the transformation and empowerment of Tribal communities towards an interconnected world. Dialogical learning in societal context as general and educational context in particular can enhance the functional skills and competencies of the individuals so as to empower them and prosper their society. Education and social systems are rapidly being transformed by globalisation. But still there are evidences of increasing inequality in education and social systems which have undermined democratic accountability and silent critical thinking by compressing and repressing critical space in education. The majority of communities particularly Tribal still remain extremely poor, stagnant and mired in chronic poverty in their society. Tribal communities become chronically poor because of social exclusion, discrimination, declining assets, low wages or lack of employment, lack of minimal social protection, dependency on moneylender, etc. A revitalization in learning is needed for the transformation of tribal society, strengthening and deepening of democracy and solving the causes of under-development. Therefore, Development Education, a dialogical learning approach and emancipatory in nature based on ‘critical humanistic’ pedagogy, must be emphasized.

Keywords- Development Education, Dialogical Approach of Learning, Tribal