Integrating Indian Knowledge System of the Oraon Tribe with respect to Environment and Sustainable Development

The National Education Policy (NEP) 2020 envisions an inclusive, culturally responsive, and localized education system in India, emphasizing indigenous knowledge and experiential learning. This seminar paper primarily examines strategies for integrating the Indigenous Knowledge System (IKS) of the Oraon tribe into education programs. The Oraon community’s ecological wisdom, oral traditions, and cultural heritage provide a rich foundation to develop culturally relevant pedagogy, especially in tribal and rural contexts. The study explores how curricula can be redesigned to incorporate community wisdom, ecological practices, and storytelling. It highlights participatory approaches involving elders and local experts to co-create curricular content, fostering culturally sensitive teaching. However, challenges such as systemic marginalization of tribal knowledge, lack of policy support, and complexities in translating oral traditions into standardized modules are discussed. Ethical issues related to community engagement and knowledge ownership are also addressed. On the positive side, integrating Oraon IKS can enrich teacher preparation, promote tribal pride, and foster ecological stewardship. Such integration can cultivate inclusive classrooms that respect diversity and bridge indigenous and mainstream knowledge systems. The paper advocates collaborative efforts among policymakers, educators, and tribal communities to sustainably embed indigenous epistemologies into education. It emphasizes that bridging the gap between indigenous wisdom and formal education is essential to fully realize NEP 2020’s visionary objectives for a truly inclusive and culturally rooted education in India.