Gender, Equity, and Inclusion: Understanding the Classroom Challenges of Tribal Girls through an Intersectional Lens

Abstract

Although India has traditionally adhered to the principle of inclusive education, the tribal girls were still being excluded on a systematic basis in classrooms. This paper will focus on the role of gender, linguistic hierarchy, as well as cultural invisibility in their participation, voice, and academic confidence. The study is based on the intersectionality framework by Kimberlé Crenshaw and applies conceptual and policy analysis of the national reports and existing literature critically. The results demonstrate that exclusion acts in the everyday pedagogical life, in the way of curriculum representation, and in the institutional norms but not in the separate socio-economic factors. The study points out that inclusion should go beyond access to recognition and meaningful involvement, and it involves culturally responsive, multilingual, and gender-sensitive practices in pedagogy.