GHOTUL: AN INDIGENOUS MODEL OF COMMUNITY-BASED EDUCATION IN CENTRAL INDIAN TRIBAL SOCIETY
Rajat Vinayak Irpate
Research Scholar, Department of Sociology, Rashtrasant Tuadoji Maharaj Nagpur University
Email ID: rajatirpate@gmail.com
Dr. Ashok Borkar
Head Department of Sociology, Rashtrasant Tuadoji Maharaj Nagpur University
Email ID: a.t_borkar@yahoo.com
Abstract
The Ghotul is a traditional institution among the Muria and Gond tribes of Central India that has historically functioned as a community-based system of education and socialization. Commonly described as a youth dormitory, the Ghotul in fact represents a complex socio-educational space where learning is embedded in collective living, cultural participation, moral regulation, and youth governance. This paper examines the Ghotul as an indigenous institution that teaches discipline, labour ethics, service to the community, and cultural pride through experiential and participatory practices.
Drawing upon Indigenous Knowledge Systems and sociological theories of socialization, the study situates the Ghotul as a structured learning environment that transmits values and norms without formal curricula, examinations, or professional teachers. Education within the Ghotul occurs through peer leadership, shared labour, ritual involvement, artistic expression, and regulated social interaction. Particular attention is paid to the institution’s approach to sexual socialization, which integrates freedom with responsibility through community oversight and moral accountability.
The paper also addresses contemporary challenges faced by the Ghotul, including the expansion of formal schooling, administrative intervention, and changing aspirations among tribal youth. Rather than viewing the Ghotul as a declining relic, the study argues for its recognition as a living pedagogical system with relevance for contemporary debates on culturally responsive and community-based education. By foregrounding indigenous perspectives alongside sociological analysis, the paper contributes to broader discussions on alternative educational models rooted in social cohesion and cultural continuity.
Keywords: Ghotul; Indigenous Knowledge Systems; Community-Based Education; Tribal Socialization; Muria and Gond Tribes; Informal Learning; Cultural Pedagogy
DOI link – https://doi.org/10.69758/GIMRJ/2601S01V14P066
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