International Journal For Multidisciplinary Research

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Pseudo Development & Philosophical Crisis of Scheduled Tribe Students in West Bengal

Author(s) Dipu Mahali, Dibyendu Bhattacharyya
Country India
Abstract This paper explores the pseudo development and philosophical crises faced by Scheduled Tribe (ST) students in West Bengal, India. Drawing on socio-cultural and educational perspectives, it examines the factors contributing to these challenges, including marginalization, discrimination, educational disparities, cultural identity crisis, and economic challenges. In the realm of pseudo development, ST students contend with pervasive marginalization and discrimination, stemming from their socio-economic status and cultural differences. Educational disparities exacerbate these challenges, with limited access to quality education due to inadequate infrastructure, teacher shortages, and geographical remoteness hindering their academic prospects. Economic hardships further compound the situation, perpetuating cycles of poverty and limiting opportunities for socio-economic mobility. Philosophically, ST students grapple with identity crises and existential questioning amidst rapid societal changes. Cultural identity conflicts arise from the tension between preserving traditional values and assimilating into mainstream society. This clash is intensified by experiences of discrimination and social exclusion, eroding the sense of cultural belonging and exacerbating feelings of alienation and disconnection. By elucidating the underlying factors shaping the philosophical turmoil of ST students, this research aims to inform interventions that promote cultural sensitivity, identity affirmation, and holistic well-being. The erosion of traditional values and practices contributes to a broader philosophical crisis, wherein ST students confront existential questions about their place in society and the meaning of their existence. These crises are exacerbated by the lack of opportunities for cultural affirmation and the marginalization of indigenous knowledge systems within mainstream educational frameworks. By analyzing the socio-economic and cultural factors influencing these conflicts, the paper aims to shed light on the complex interplay between systemic inequalities and individual experiences. The paper highlights the implications of these issues on the well-being and academic achievement of ST students and discusses potential interventions to address them. Addressing these crises is vital for fostering a more inclusive and empathetic educational environment conducive to the flourishing of ST students in West Bengal. By understanding and addressing the underlying causes of these conflicts and crises, policymakers and educators can work towards creating a more inclusive and supportive environment for ST students in West Bengal.
Keywords Pseudo Development, Conflicts, Crisis, Scheduled Tribe, Philosophical Crisis of Scheduled Tribe, West Bengal.
Field Sociology > Education
Published In Volume 7, Issue 1, January-February 2025
Published On 2025-01-17
Cite This Pseudo Development & Philosophical Crisis of Scheduled Tribe Students in West Bengal - Dipu Mahali, Dibyendu Bhattacharyya - IJFMR Volume 7, Issue 1, January-February 2025. DOI 10.36948/ijfmr.2025.v07i01.35307
DOI https://doi.org/10.36948/ijfmr.2025.v07i01.35307
Short DOI https://doi.org/g82gpz
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