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Understanding the Educational and Socio-Economic Challenges of Chenchu Tribal Students in Andhra Pradesh

Identification

Clé publique

doi:10.36948/ijfmr.2026.v08i04.84998

Auteurs

Sunita Joshi Kathuria · Saroj Sharma

Année déclarée

2026

Langue déclarée

en

Type source

article

Première détection

2026-11-09T19:17:15.961166+00:00

Dernière observation des métadonnées

2026-11-09T19:17:15.961166+00:00

Dernière vérification HTTP

Non effectuée

Institutions déclarées par la source

Indian Council of Social Science Research

Résumé documentaire — langue originale

Tribal communities in India are diverse, and each has contributed in a different way to culture, society, and the environment. However, recently, based on their vulnerability and marginalization, tribal communities have been identified as particularly vulnerable tribal groups (PVTGs) by the Government of India. Research and data have acknowledged that these PVTGs experience issues like environmental pressures, cultural deterioration, and socioeconomic marginalization in a more severe and distinct manner. Therefore, these communities have always been the subject of exploration for researchers. In this paper, researchers intended to identify, select, and thoroughly examine one of the PVTGs in order to study the tribe in detail and offer policy-level recommendations. This research study adopted a qualitative design to explore the challenges faced by one of the PVTGs, namely, the Chenchu tribe of Andhra Pradesh (AP). It focused on socio-economic and educational challenges encountered by the children of the Chenchu tribe who are enrolled in school and reside in and around the Nallamala forests in AP. Through semi-structured interviews, the study interviewed 50 students who were selected through purposive sampling method from 4 villages. The study examined key dimensions such as livelihoods, education, economic identity, and marginalization experiences in the educational setup. The data were analysed through thematic analysis. Findings revealed that the children of this tribe face multiple educational challenges arising from poverty, livelihood insecurity, geographical isolation, language barriers, and social marginalization. Based on the findings, the study recommends adopting an integrated and culturally responsive approach involving government agencies, educational institutions, tribal communities, and civil society organisations to enhance educational access, retention, and learning outcomes among Chenchu students through strengthened educational support, improved livelihood opportunities, and the effective implementation of tribal welfare schemes.

Identifiants

OPENALEX

W7172116528

DOI

10.36948/ijfmr.2026.v08i04.84998

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article

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Sources

OpenAlex · Document 1 · Document 2

• DOI · https://doi.org/10.36948/ijfmr.2026.v08i04.84998
• OpenAlex · https://openalex.org/W7172116528

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