"Bridging Barriers: Educational Challenges and Policy Framework for the Socio-Economic Upliftment of Gujjar and Bakarwal Tribes in Jammu and Kashmir"

Shazia Chowdhary

"Bridging Barriers: Educational Challenges and Policy Framework for the Socio-Economic Upliftment of Gujjar and Bakarwal Tribes in Jammu and Kashmir"

Inclusive learning environments aim to provide equal access to educational opportunities for all children, regardless of gender, learning style, ability, race, religion, or ethnicity. Such environments ensure that every student is treated with safety, respect, and dignity, fostering a sense of belonging and recognition. Creating an inclusive classroom involves addressing and eliminating harmful stereotypes and biases tied to any identifying trait. It encourages the acceptance of students previously marginalized as integral members of the learning community, enhancing their self-worth and empowering them as individuals. In today’s rapidly changing world, the principles of equity and diversity are pivotal in education. Equity ensures the fair distribution of resources, opportunities, and support, taking into account the unique needs and circumstances of individuals to provide everyone with a genuine chance to succeed. Unlike equality, which offers identical resources to all, equity focuses on tailoring interventions to help students reach their full potential. Diversity celebrates the rich variety of cultural, social, and demographic backgrounds, recognizing the unique contributions and challenges each individual brings to the classroom. The Gujjar-Bakarwal tribe of Jammu and Kashmir represents one of the most underprivileged communities in the region, enduring educational, economic, political, and social marginalization since India’s independence in 1947. This community faces significant barriers to education, including poor literacy rates, limited access to schools, migratory lifestyles, and a lack of awareness among parents about the importance of education. As a result, Gujjar-Bakarwal students experience unique challenges compared to other ethnic groups and the mainstream population. This paper explores the educational challenges faced by Gujjar-Bakarwal students, focusing on the vision for equity and inclusivity outlined in the National Education Policy 2020. It also examines the government’s strategies for addressing the needs of this community and provides policy recommendations to enhance the teaching-learning process for Gujjar-Bakarwal students. The study draws on secondary data sources, including research papers, journals, books, government reports, news articles, and other relevant documents

Volume 10 Issue 1, January-2025

Pages : a736-a745