Educational Disparities Among CHT Indigenous People: Addressing Vernacular Challenges And Prejudice

This study explores the educational barriers faced by Indigenous communities in the Chittagong Hill Tracts (CHT) of Bangladesh, focusing on vernacular language challenges and systemic prejudice within the education system. Indigenous groups such as the Chakma, Marma, and Tripura encounter significant difficulties due to the dominance of Bangla as the primary medium of instruction. Many Indigenous students speak vernacular languages, often unwritten, creating substantial linguistic barriers to comprehension and engagement in the classroom. Sultana (2011) notes, "The absence of indigenous languages in the formal education system limits students' ability to engage and comprehend, restricting their overall academic development." This linguistic divide often results in lower academic performance and higher dropout rates from schools among Indigenous students. The challenges are further compounded by entrenched prejudice and discrimination, which alienate students and perpetuate their marginalization. Unequal treatment, culturally irrelevant curricula, and insensitive teaching practices exacerbate exclusion, lowering self-esteem and hindering educational outcomes. As Roy (2017) asserts, "For Indigenous students, education in their mother tongue is not just a matter of comprehension but a gateway to preserving their identity and cultural heritage.” This study examines the intersection of linguistic and cultural biases through qualitative methods, offering insights into how these barriers impede access to quality education. The findings highlight the urgent need for language-sensitive policies, mother-tongue instruction, and systemic reforms to address discrimination. Such measures can create a more inclusive and equitable learning environment, fostering socio-economic development while preserving cultural identity and heritage for Indigenous communities.