Integrating ethnopedagogical practices in science learning: Insights from the indigenous knowledge system of Chuktia Bhunjia tribe

Learners from Indigenous communities face several challenges as they enter into the formal school setting for education. These challenges include language barriers, a lack of contextualization in the teaching of science and mathematics, and a general lack of motivation that significantly hinders their academic progress. The structured academic lessons often lack meaningful connections with the learner’s everyday life and cultural experiences, which makes learning much more difficult for these students. Ethnopedagogy is a practice of teaching that takes into account the cultural practices and unique knowledge of the communities. Studies suggests that ethnopedology can address these challenges and helps in providing quality education. Therefore, in this study an attempt has been made to explore the cultural practices and knowledge of Chuktia Bhunjia tribe and how it can be beneficial in science teaching. Data for the study were collected through focus group discussion with the village elders, including the village Baid (herbal practitioner) and Jhankar (village priest). The findings reveal notable similarities between the indigenous practices of the Chuktia Bhunjia tribe and the scientific concepts found in the science textbooks of Odisha Board of Education. Integrating these cultural insights into the science teaching can greatly enhance the learning experience and academic performance of indigenous students.