The diverse cultural and linguistic fabric of Kashmir is incomplete without acknowledging the vibrant Gojri language, spoken predominantly by the Gujjar-Bakarwal community. Despite their significant population in the region, the educational needs of tribal students remain largely unmet. The lack of Gojri language instruction in schools catering to these communities underscores a systemic neglect, which hinders their academic progress and marginalizes them further.
A Promising Initiative In Churanda Uri: At the forefront of this issue is a recent success story from the Government Middle School in Churanda Uri, Baramulla, where teachers prepared question papers in Gojri for classes 5th to 8th. The result? A 100% pass rate among students, proving that education in their native language boosts understanding, confidence, and performance. This success has amplified the voices of students and educators, who are now demanding that Gojri be officially included in the curriculum for primary and middle school students. While this grassroots initiative offers hope, it also highlights the glaring gaps in the system. The Directorate of School Education Kashmir (DSEK) had developed Gojri textbooks, but they were never published or distributed. Without these resources, students are left to grapple with lessons in unfamiliar languages, which stifles their potential and alienates them from education.
The Lingering Challenges: The absence of Gojri education is emblematic of the broader challenges faced by the Gujjar-Bakarwal community. According to activists and educators, tribal children often find themselves at a disadvantage in classrooms where the medium of instruction is Urdu or Kashmiri. This linguistic disconnect results in poor academic performance, high dropout rates, and limited opportunities for higher education or employment. Studies have shown that mother-tongue-based education is crucial for cognitive development, emotional engagement, and effective learning. Teaching in Gojri could bridge the gap between students and their studies, fostering an inclusive environment where tribal children can thrive. However, the government’s efforts have been sporadic and insufficient. Although a Tribal Affairs Department exists, its impact is negligible at the grassroots level. Many students and their families are unaware of the department’s initiatives due to a lack of outreach. Even in areas where tribal schools operate, the deployment of tribal teachers remains inadequate. In Tral, for instance, only 12 tribal teachers cater to 27 schools, leaving a majority of students without guidance in their native language.
Cultural And Educational Significance: Gojri is not just a language; it is a repository of the Gujjar-Bakarwal community’s history, traditions, and identity. Neglecting its inclusion in education undermines efforts to preserve this cultural heritage. Moreover, the exclusion of Gojri from formal education perpetuates a cycle of disadvantage for tribal students, preventing them from competing in mainstream academic and professional spaces. Educators and community leaders have repeatedly emphasized the need for linguistic representation in schools. Noor Mohammad Trali, a social activist, stated, “For a long time, we have been demanding that Gujjar-Bakarwal teachers be posted in all schools with Scheduled Tribe populations. Without this, students remain disconnected from their studies and their cultural roots”.
“The inclusion of Gojri in school curricula is not merely an educational reform; it is a step toward social justice and cultural preservation. By addressing these issues, the government can empower the Gujjar-Bakarwal community, enabling them to participate fully in the region’s socio-economic development. The time for action is now. Ensuring linguistic and educational equity is not just a moral imperative but a constitutional obligation toward one of Kashmir’s most vibrant yet marginalized communities.”
The Role Of Government And Policy: The government must take decisive action to address these disparities. The National Education Policy (NEP) 2020 emphasizes the importance of mother-tongue-based education in the early years of schooling. Implementing this policy in tribal areas by integrating Gojri into the curriculum would align with national goals while addressing local needs. The first step should be the immediate publication and distribution of Gojri textbooks developed by DSEK. These resources should be supplemented with the recruitment of qualified tribal teachers who can teach in Gojri. Additionally, training programs should be organized for existing teachers to equip them with basic proficiency in the language. Outreach programs are equally crucial. The Tribal Affairs Department must actively engage with tribal communities to raise awareness about educational initiatives and ensure their effective implementation. Scholarships, mentorship programs, and infrastructural development in tribal schools could further support students in overcoming barriers to education.
Voices From The Ground: Parents and students have expressed their frustration with the current system. Mohammad Sidiq Poswal, a tribal singer, lamented that his children struggle to understand lessons due to the absence of tribal teachers in their school. Similarly, Mohammad Qasim from Hajan village recounted how his eldest son dropped out of school because of these challenges. He now pins his hopes on his younger children, wishing for a system that values their linguistic and cultural identity. Teachers also acknowledge the difficulties faced by tribal students. Mudasir Ahmad, a teacher in Tral, shared that tribal children initially struggle with lessons but gradually improve in a supportive environment. However, the lack of resources and linguistic representation often limits their progress.
A Call To Action: The success at Churand Uri should serve as a wake-up call for policymakers. It demonstrates the transformative power of mother-tongue education and the urgent need to replicate such initiatives across tribal areas of Kashmir. The inclusion of Gojri in school curricula is not merely an educational reform; it is a step toward social justice and cultural preservation. By addressing these issues, the government can empower the Gujjar-Bakarwal community, enabling them to participate fully in the region’s socio-economic development. The time for action is now. Ensuring linguistic and educational equity is not just a moral imperative but a constitutional obligation toward one of Kashmir’s most vibrant yet marginalized communities.
(The author is a freelancer. The views, opinions and conclusions expressed in this article are those of the author and aren’t necessarily in accord with the views of “Kashmir Horizon”)
Imran Badhana
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