ABSTRACT

This paper analyses the role of portacabin schools of Bastar, Central India, in historically and politically constructing the gendered subjectivities of Indigenous girls. Hailed as a prime site of development for Indigenous (Adivasi) subjectivities, the newly built residential schools are the governmental response to the decades-long conflict between the state and local Adivasi populations that have struggled against the state oppressions and encroachments. Portacabin schools emerge as a critical site of intervention where multilateral agencies contest each other to ‘empower’ Indigenous girls. In this paper, I analyse constructions of Adivasi girlhoods that are in line with the larger exclusionary framework according to which Adivasi communities have historically been marginalized. However, I also show the ways in which girls subvert and contest the very constructions in their strategic use of voice and silence.

摘要

本文分析了印度中部巴斯塔的 portacabin 学校在历史和政治上建构土著女孩的性别主体性的作用。新建的寄宿学校被誉为土著 (Adivasi) 主体性发展的主要场所，是政府对国家与当地 Adivasi 人口之间长达数十年的冲突的回应，这些冲突一直在与国家的压迫和侵占作斗争。Portacabin 学校成为一个重要的干预场所，多边机构在这里相互竞争以“赋予”土著女孩权力。在本文中，我分析了符合更大的排他性框架的原住民少女时代的结构，根据该框架，原住民社区在历史上一直被边缘化。然而，