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Ethnographic Research on Primary Education of Tribals: A Scoping Review

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Title: Ethnographic Research on Primary Education of Tribals: A Scoping Review
Language: English
Authors: Jemy Jose Mathew (ORCID 0000-0002-6906-5991), Kennedy Andrew Thomas (ORCID 0000-0001-7977-222X)
Source: Journal of Education and Learning (EduLearn). 2026 20(2):1032-1042.
Availability: Institute of Advanced Engineering and Science. C5 Plumbon, Banguntapan, Yogyakarta, 55198, Indonesia. e-mail: edulearn@uad.ac.id; Web site: http://edulearn.intelektual.org/index.php/EduLearn/
Peer Reviewed: Y
Page Count: 11
Publication Date: 2026
Document Type: Journal Articles
Information Analyses
Reports - Research
Education Level: Elementary Education
Descriptors: Literature Reviews, Ethnography, Social Science Research, Culturally Relevant Education, Research Design, Foreign Countries, Indigenous Populations, Students, Elementary Education, Comparative Education, Educational Research
ISSN: 2089-9823
2302-9277
Abstract: Ethnographic research offers comprehensive learning outcomes by examining the socio-emotional, economic and cultural components crucial for comprehending marginalized groups' experiences. This study aims to examine the methodologies used in studies and the gaps in the literature on the primary education of tribal communities, highlighting the limitations of the current research approaches. Using the preferred reporting items for systematic reviews and meta-analyses (PRISMA) of Arksey and O'Malley's six-step framework, the scoping review has considered 19 studies of 406 research articles published from 2015 to 2024 across the databases Scopus, JSTOR, and ERIC. The review highlights that most of these studies used descriptive survey design, mixed-method research design, and ethnographic research design. While the first two document barriers, the ethnographic studies provide richer cultural in-depth also. However, gaps in the literature include a lack of interventions for specific tribes, such as the Mannan community in Kerala, India, and the integration of indigenous knowledge, which is only possible through cultural inclusiveness. The findings suggest that future research should prioritize interdisciplinary collaboration and teacher training in multilingual education (MLE) through ethnographic methods for developing culturally sensitive interventions. These recommendations aim to contribute to developing more culturally inclusive educational practices and policies in the primary education curricula.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1507456
Database: ERIC
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  Data: Ethnographic Research on Primary Education of Tribals: A Scoping Review
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  Data: <searchLink fieldCode="AR" term="%22Jemy+Jose+Mathew%22">Jemy Jose Mathew</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6906-5991">0000-0002-6906-5991</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kennedy+Andrew+Thomas%22">Kennedy Andrew Thomas</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7977-222X">0000-0001-7977-222X</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Education+and+Learning+%28EduLearn%29%22"><i>Journal of Education and Learning (EduLearn)</i></searchLink>. 2026 20(2):1032-1042.
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  Data: Institute of Advanced Engineering and Science. C5 Plumbon, Banguntapan, Yogyakarta, 55198, Indonesia. e-mail: edulearn@uad.ac.id; Web site: http://edulearn.intelektual.org/index.php/EduLearn/
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  Data: 11
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
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  Data: 2089-9823<br />2302-9277
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  Data: Ethnographic research offers comprehensive learning outcomes by examining the socio-emotional, economic and cultural components crucial for comprehending marginalized groups' experiences. This study aims to examine the methodologies used in studies and the gaps in the literature on the primary education of tribal communities, highlighting the limitations of the current research approaches. Using the preferred reporting items for systematic reviews and meta-analyses (PRISMA) of Arksey and O'Malley's six-step framework, the scoping review has considered 19 studies of 406 research articles published from 2015 to 2024 across the databases Scopus, JSTOR, and ERIC. The review highlights that most of these studies used descriptive survey design, mixed-method research design, and ethnographic research design. While the first two document barriers, the ethnographic studies provide richer cultural in-depth also. However, gaps in the literature include a lack of interventions for specific tribes, such as the Mannan community in Kerala, India, and the integration of indigenous knowledge, which is only possible through cultural inclusiveness. The findings suggest that future research should prioritize interdisciplinary collaboration and teacher training in multilingual education (MLE) through ethnographic methods for developing culturally sensitive interventions. These recommendations aim to contribute to developing more culturally inclusive educational practices and policies in the primary education curricula.
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  Data: 2026
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      – Text: English
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      Pagination:
        PageCount: 11
        StartPage: 1032
    Subjects:
      – SubjectFull: Literature Reviews
        Type: general
      – SubjectFull: Ethnography
        Type: general
      – SubjectFull: Social Science Research
        Type: general
      – SubjectFull: Culturally Relevant Education
        Type: general
      – SubjectFull: Research Design
        Type: general
      – SubjectFull: Foreign Countries
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      – SubjectFull: Indigenous Populations
        Type: general
      – SubjectFull: Students
        Type: general
      – SubjectFull: Elementary Education
        Type: general
      – SubjectFull: Comparative Education
        Type: general
      – SubjectFull: Educational Research
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      – TitleFull: Ethnographic Research on Primary Education of Tribals: A Scoping Review
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            NameFull: Kennedy Andrew Thomas
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              Y: 2026
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