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p-Index From 2021 - 2026
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This Author published in this journals
All Journal Journal of Education and Learning (EduLearn)
Kennedy Andrew Thomas
CHRIST (Deemed to be University)
Humanities Education Library & Information Science Social Sciences Other

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Indigenous language and primary education: an ethnographic study Jemy Jose Mathew; Kennedy Andrew Thomas
Journal of Education and Learning (EduLearn) Vol 20, No 3: August 2026
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v20i3.27339

Abstract

This ethnographic study examines the linguistic marginalization of the Mannan community in Kerala, India. It specifically probes into the decline of Inavan, the indigenous language of the community in primary education. The study was undertaken across four tribal schools where the students from Mannan community students attend, with data based on participant observation in classrooms and community settings, semi-structured interviews with teachers, students, parents, community members and representatives from government and non-government organizations, fieldnotes and artefacts. The findings show that the regional language is the majority language used in classrooms and peer interactions, accounting for the rapid shift away from the Inavan among younger generations. The absence of culturally responsive curriculum materials and the limited utilization of mother tongue resources further catalyze this shift. Conclusively, the study identifies that the multilingual model, which includes Inavan, Malayalam, and English, is important to achieve the dual goals of strengthening linguistic proficiency, cultural identity, and academic engagement. It suggests that using multilingual pedagogies by giving proper training to teachers and active participation of the community as some of the key strategies to be adopted to preserve the Inavan and for aligning the education practice with the national policy objectives.
Ethnographic research on primary education of tribals: a scoping review Jemy Jose Mathew; Kennedy Andrew Thomas
Journal of Education and Learning (EduLearn) Vol 20, No 2: May 2026
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v20i2.23687

Abstract

Ethnographic research offers comprehensive learning outcomes by examining the socio-emotional, economic and cultural components crucial for comprehending marginalized groups’ experiences. This study aims to examine the methodologies used in studies and the gaps in the literature on the primary education of tribal communities, highlighting the limitations of the current research approaches. Using the preferred reporting items for systematic reviews and meta-analyses (PRISMA) of Arksey and O’Malley’s six-step framework, the scoping review has considered 19 studies of 406 research articles published from 2015 to 2024 across the databases Scopus, JSTOR, and ERIC. The review highlights that most of these studies used descriptive survey design, mixed-method research design, and ethnographic research design. While the first two document barriers, the ethnographic studies provide richer cultural in-depth also. However, gaps in the literature include a lack of interventions for specific tribes, such as the Mannan community in Kerala, India, and the integration of indigenous knowledge, which is only possible through cultural inclusiveness. The findings suggest that future research should prioritize interdisciplinary collaboration and teacher training in multilingual education (MLE) through ethnographic methods for developing culturally sensitive interventions. These recommendations aim to contribute to developing more culturally inclusive educational practices and policies in the primary education curricula.
Co-Authors Jemy Jose Mathew