This situation report centres on the inequalities confronted by Indigenous communities of India before centring on one “particularly-vulnerable tribal group” to show how this influences their participation in, and negotiation of, formal systems of education. Adivasis (literally, First Inhabitants, or Indigenous peoples) constitute over 8.6 million people of India’s population but remain invisibilised from conversations that concern them. The report thus seeks to emphasise the marginalised voice of the Hill Sabar peoples of Jharkhand, India, with a particular focus on their ways of “being,” “knowing” and “doing.” The situation report outlines insights into Sabar communities’ concepts, practices, perspectives and priorities of education underscored by their educational realities, ways of teaching and learning, and everyday accomplishments of Sabar education. Discussions then briefly centre on the significance of acknowledging “difference” in education and research; the ecology of education, engendering “new” ecologies of learning; and how Sabar knowledges may shape postcolonial, posthuman pedagogies.

这份情况报告以印度土著社区面临的不平等为中心，然后以一个“特别脆弱的部落群体”为中心，以说明这如何影响他们对正规教育系统的参与和谈判。阿迪瓦西人（字面上是原住民或原住民）占印度人口860万人，但在与他们有关的谈话中仍然不知所措。因此，该报告旨在强调印度贾坎德邦的希尔·萨伯尔人的边缘化声音，特别关注其“存在”，“了解”和“做事”的方式。情况报告概述了对Sabar社区的观念，做法，观点和教育重点的见解，这些观念，实践，观点和重点由其教育现状，教学方式，以及Sabar教育的日常成就。然后，讨论简要地集中在承认教育和研究中的“差异”的重要性上。教育生态，产生“新的”学习生态；以及Sabar的知识如何塑造后殖民的，后人类的教学法。