Issues of Children’s Literature in Odisha

 

Children’s literature plays a vital role in ensuring meaningful and inclusive education. It is essential for making learning engaging, relevant, and enjoyable. However, in Odisha, the promotion and integration of children’s literature within the education system remain largely neglected.

A significant concern is the lack of functional school libraries. Many schools do not have libraries, and where they exist, they are often inaccessible to students. Additionally, there is a shortage of relevant and age-appropriate books. Teachers are also not adequately trained to use library resources to enhance learning outcomes.

The education system continues to place excessive emphasis on textbooks. However, learning—particularly at the foundational level—can be significantly enriched through alternative resources. Mahatma Gandhi had advocated that textbooks at the foundational stage should serve primarily as reference materials for teachers. Despite this, the current system remains heavily textbook-centric.

With the introduction of the National Education Policy (NEP) 2020, foundational learning has received increased attention. Reading has been recognized as a critical component of early education. However, there has been insufficient effort to strengthen library systems or provide diverse reading materials to support this objective.

The prevailing focus on outcome-based and competency-based education has further intensified the emphasis on examinations, marks, and competition. This approach often limits opportunities for creative learning and discourages children from exploring reading beyond textbooks. As a result, the development of independent and motivated readers is hindered.

An alternative approach was demonstrated through the UDAAN program, implemented by Sikshasandhan in collaboration with Care India. This initiative targeted out-of-school tribal girls and successfully supported around 800 children in transitioning to formal education. Notably, the program did not rely on textbooks. Instead, facilitators used library-based resources and were trained to design context-specific learning activities. This approach enabled children to achieve primary-level competencies within a year, highlighting the effectiveness of resource-rich, flexible learning models.

Another critical issue is the limited availability of quality children’s literature in Odisha. Existing materials are often outdated and lack proper classification by grade or subject. There is a notable shortage of books in subjects such as science, mathematics, geography, and history. At the same time, creative formats like stories, songs, riddles, and biographies remain underutilized as pedagogical tools.

Language diversity presents an additional challenge. Tribal communities constitute approximately 23% of Odisha’s population, with around 25 languages still in use. Despite this, efforts to develop children’s literature in tribal languages have been minimal. While some initiatives have been undertaken by organizations like Sikshasandhan and StoryWeaver, government-led efforts remain insufficient.

Children’s literature also has a broader social role. It can foster empathy, environmental awareness, and social responsibility. It can help children understand their surroundings, including the natural environment and societal inequalities. However, the current education system often fails to nurture curiosity and critical thinking.

Way Forward

There is a need for systemic reform to reduce the overemphasis on examinations and promote holistic learning approaches.
Efforts must be made to develop and disseminate quality children’s literature in regional and tribal languages.
All schools should be equipped with functional libraries, and teachers must be trained in their effective use.
Parents should also be encouraged to create a supportive reading environment at home.

Addressing these challenges is essential for fostering a culture of reading and for developing independent, thoughtful, and engaged learners.

 

   

Reimagining Education for Children of Tribal Communities: A Conceptual and Policy Perspective

 

1. Introduction

Education is widely acknowledged as a critical instrument for social mobility, human development, and democratic participation (Sen, 1999). However, for tribal communities in India, formal education has often functioned less as a tool of empowerment and more as a mechanism of exclusion. Despite constitutional guarantees and targeted policy interventions, tribal children continue to exhibit lower literacy rates, higher dropout levels, and weaker learning outcomes compared to national averages (Ministry of Education, 2022).

This paper argues that the persistent failure of tribal education is rooted not merely in issues of access or infrastructure, but in the conceptual design of education itself. Tribal education has largely been modelled on dominant, mainstream frameworks that overlook cultural diversity, indigenous knowledge systems, and the socio-economic realities of tribal life. Therefore, reimagining education for tribal children requires a paradigm shift—from assimilationist models to culturally responsive and context-sensitive approaches.

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2. Conceptual Framework: Education, Culture, and Social Context

Educational theorists have long emphasised that learning is socially and culturally situated (Vygotsky, 1978; Bernstein, 1971). When educational systems fail to align with learners’ linguistic and cultural backgrounds, they risk alienation and disengagement. In the case of tribal communities, this mismatch is particularly stark.

Tribal societies possess distinct epistemologies, modes of knowledge transmission, and value systems that differ significantly from those embedded in mainstream curricula (Devy, 2011). Yet, dominant education models tend to privilege standardised content, formal pedagogy, and monolingual instruction, thereby marginalising indigenous ways of knowing.

Reimagining tribal education, therefore, necessitates recognising culture not as an obstacle to development, but as a resource for meaningful learning.

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3. Historical Marginalisation of Tribal Communities

Tribal communities in India have experienced long histories of dispossession, displacement, and exclusion—first under colonial forest and land policies, and later under post-independence development paradigms (Xaxa, 2008). Large-scale industrial projects, mining operations, dams, and even conservation initiatives such as national parks have disproportionately affected tribal populations, undermining their traditional livelihoods and social institutions (Cernea, 2000).

These structural injustices have direct implications for education. Displacement disrupts schooling, poverty constrains educational participation, and alienation from state institutions weakens trust in formal systems. Education policies that fail to address these broader socio-political contexts risk reproducing inequality rather than alleviating it.

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4. Constitutional and Policy Provisions for Tribal Education

The Indian Constitution provides a robust framework for the protection and promotion of tribal rights. Articles 15(4), 46, and 350A, along with the Fifth and Sixth Schedules, mandate the protection of tribal interests, including language and culture. Additionally, policies such as the Right to Education Act (2009) and the National Education Policy (NEP) 2020 emphasise inclusion, equity, and mother tongue-based instruction in early education.

However, several studies highlight a significant gap between policy intent and implementation (Govinda & Bandyopadhyay, 2010). Educational planning for tribal areas often prioritises quantitative indicators—such as school construction and enrolment—over qualitative dimensions like curriculum relevance, pedagogy, and community engagement.

 

5. Limitations of Mainstream Schooling in Tribal Contexts

Existing education systems in tribal areas are characterised by several structural limitations:

5.1 Language and Medium of Instruction

Research consistently shows that children learn best in their mother tongue, especially during early childhood (UNESCO, 2003). Yet, tribal children are frequently taught in dominant regional or national languages, leading to poor comprehension, low participation, and early dropout.

5.2 Curriculum and Cultural Disconnect

Mainstream curricula largely ignore tribal histories, ecological knowledge, and cultural practices. This invisibilisation contributes to a sense of inferiority and loss of identity among tribal learners (Kumar, 2014).

5.3 Pedagogical Mismatch

Tribal learning traditions are often experiential, community-based, and nature-oriented. Formal schooling, by contrast, relies heavily on rote learning and abstract concepts, creating a pedagogical disconnect.

 

6. Consequences for Tribal Children

The cumulative impact of these limitations’ manifests in:

• High dropout and repetition rates
• Low academic achievement
• Erosion of indigenous knowledge and skills
• Reduced self-esteem and aspirations

Rather than serving as a bridge between tradition and modernity, education often becomes a site of cultural rupture (Bourdieu & Passeron, 1977).

 

7. Towards a Reimagined Model of Tribal Education

Drawing from international and indigenous education literature, reimagined tribal education should be guided by the following principles:

1. Mother Tongue-Based Multilingual Education (MTB-MLE) in early grades
2. Integration of Indigenous Knowledge Systems into curriculum and pedagogy
3. Community Participation and Governance in educational institutions
4. Contextual and Livelihood-Linked Learning
5. Holistic Development, encompassing values, creativity, and ecological ethics

Such approaches align with global frameworks on inclusive and culturally sustaining education (Banks, 2008; UNESCO, 2017).

 

8. Conclusion

Reimagining education for tribal children is not an act of concession, but a matter of educational justice and democratic responsibility. Education systems that fail to respect cultural diversity and social context risk deepening inequality. Conversely, culturally responsive education has the potential to empower tribal children to navigate modern challenges while remaining rooted in their identities.

A reimagined approach to tribal education can contribute not only to improved learning outcomes but also to sustainable development, social cohesion, and the preservation of India’s rich cultural diversity.

 

References

• Banks, J. A. (2008). An Introduction to Multicultural Education. Pearson.
• Bernstein, B. (1971). Class, Codes and Control. Routledge.
• Bourdieu, P., & Passeron, J. C. (1977). Reproduction in Education, Society and Culture. Sage.
• Cernea, M. (2000). Risks, safeguards and reconstruction: A model for population displacement. Economic and Political Weekly, 35(41).
• Devy, G. N. (2011). The Crisis Within: On Knowledge and Education in India. Aleph.
• Govinda, R., & Bandyopadhyay, M. (2010). Access to Elementary Education in India. NUEPA.
• Kumar, K. (2014). Politics of Education in Colonial India. Routledge.
• Ministry of Education. (2022). Educational Statistics at a Glance. Government of India.
• Sen, A. (1999). Development as Freedom. Oxford University Press.
• UNESCO. (2003). Education in a Multilingual World.
• UNESCO. (2017). Education for Sustainable Development Goals.
• Vygotsky, L. S. (1978). Mind in Society. Harvard University Press.
• Xaxa, V. (2008). State, Society, and Tribes. Pearson.

Model Schools or Missed Opportunity? Rethinking School Education in Odisha

 

Recently, the Government of Odisha laid the foundation for setting up Godabarish Model Schools in every Gram Panchayat, allocating a substantial amount of nearly ₹7 crore per school. The government claims that this initiative will help improve the quality of education in government schools. However, a closer examination suggests that this approach is unlikely to address the real challenges facing school education in the state.

In most Gram Panchayats of Odisha, there are seven to ten primary and upper primary schools. Spending such a large amount on only one school as a “model” raises a critical question: how will this benefit all the children of the Panchayat? Quality education is a fundamental right of every child, especially after the enactment of the Right to Education (RTE) Act, 2009. Strengthening a handful of schools while ignoring the majority does not ensure equitable access to quality education.

The core problems of school education lie elsewhere. A large number of government schools still lack basic infrastructure, and teacher recruitment and deployment have not been rationalised in accordance with RTE norms. Government data itself reveals a worrying trend: enrolment in government schools is steadily declining, while enrolment in private schools continues to rise. This clearly indicates a growing loss of public confidence in the government education system.

Furthermore, due to the policy of school closures and mergers, many children—particularly in tribal and remote areas—have been pushed out of the education system altogether. For these communities, distance and accessibility are major barriers, and such measures have only worsened the situation.

The present model of government school administration has failed to bring meaningful improvement in educational outcomes. As a result, people are increasingly losing faith in government schools. Instead of investing heavily in a limited number of model schools, the government should seriously rethink its strategy and focus on strengthening all schools by ensuring adequate infrastructure, sufficient teachers, and supportive learning environments.

The government should also engage in genuine consultation with stakeholders, including teachers, parents, educationists, and local communities, to explore sustainable alternatives for improving school education. Unfortunately, the current approach appears to be top-down and dismissive of criticism. The attempt to implement NEP 2020, despite its many contested aspects, without accommodating dissenting voices, reflects an intolerance towards democratic debate. Reports of harassment of those who highlight policy shortcomings further weaken trust in governance.

If Odisha truly aims to provide quality education for all, it must move beyond symbolic initiatives and address the structural deficiencies of its school education system. Only an inclusive, equitable, and participatory approach can restore public confidence and uphold the constitutional promise of education for every child.

 

Some Facts on Education in Odisha

 

Some Facts on Education in Odisha

BJD Manifesto 2019 and fulfilment of Promises

The following are the BJD manifesto relating to education 

1.      Odisha Adarsha Vidyalaya(OAV) in remaining 124 blocks .

2.      Residential accommodation, transportation and infrastructural and state of the art teaching facilities in all OAVs.

3.      One model schools in 114 ULBs

4.      High schools with IT Labs

5.      Sports education and culture in schools will be strengthened.

6.      Scholarships and stipends to be provided in SEBC students pursuing pre and post matric studies .

7.      A Comprehensive Policy  for ensuring employability through higher education to be put in place.

8.      All technical institutions, colleges, and universities with free Wi-Fi-services.

9.      The scope of Mo School campaign extended to holistic school education system in the state. 

Going through this I don’t know what one can think about this ? Can we say this is the  Manifesto of a political Party which has been ruling Odisha since last 20 years?  Can anybody think that they have any vision or mission for the majority of children  who depend on Government school(Village school) ?  Does BJD has a mandate to promote our Odia language and culture ? or want to destroy our public education system and our language which has been recognised as Classical language ? Out of 9 points 3 points are on so called Odisha Adarsha Bidyalaya. Nothing is there about implementation RTE and improving public education system. We have number of problems in the state relating to education such as single teachers schools, schools without infrastructures, low performance of children, retention and transition problems, problems of teacher education.  Nothing in this regard has been mentioned in the Manifesto of a political party which has been ruling Odisha since last twenty years. BJD has  never given any importance to education and as a result it never  consulted experts in the field of education for planning its education programme. I have doubt if it consults its own ministers for planning its activities. Everything whatever you say Odisha Adarsha Vidhayala , ANWESHA programmes were all decided by the CMO and these are  being implemented by the  department at the cost of all village schools by which maximum children depend on.    

Therefore, it is very difficult to assess their performance during last 6months in view of the manifesto.

1.      Odisha Adarsah Bidyala is  an obstruction of development of languages of the state since it is following CBSE curriculum.  It is also a de-motivating factor for teachers working in state primary education department. Teachers working in government elementary schools openly showing displeasure in public meetings.  Whatever OAV has been established  it is not properly functioning due to lack of teachers and other staff. In many places there is no residential facilities for children and as a result parents are being exploited by the owners of private mess  and having financial burden.

2.      It has mentioned in the manifesto that High schools with IT lab. What does it means ? All high schools will have an IT lab. But there is no information in public domain relating IT lab in Secondary schools. At present   43308 schools have no electricity facilities.

3.       There are 42409 schools which do not have a playground. What kind of sports government is promoting,  is a big question.

4.      No steps have been taken to provide stipends and scholarship to SEBC students.

5.      Comprehensive policy for employability – has not yet initiated .

6.      No information relating Wi-Fi- services in colleges and universities .  

7.      Mo school programme has absolutely no impact in village and rural schools. No plan for catering schools located in hard to reach area or no plan for the schools which are catering underprivileged community

8.      where it is very difficult to mobilise funding from alumni.

 

Problems highlighted relating to education in Newspapers

Teachers shortage hits education in schools: 14 thousand teachers posts lying vacant in various govt. and aided high schools(8498 in govt. high schools,2543 in aided schools).21,000 teachers lying vacant at primary level. 1700 clerical post are lying vacant. The Indian Express, 5.11. 2019.

ü  The Education system has been paralysed. The prameya, 04 august 2019

ü  35% of teachers post lying vacant in model school, The Prameya, 29.07.2019

ü  299 high schools have only one class room in the state, The Samaj, 26.06.2019

ü  3 schools are running in one school building. Adrsha bidyalaya is running in store room. The Prameya, 08.07.2019.

ü  200 crores spent on ujjal, uthana and utkarsha. No impact on students, The Samaj, 1Nov 2019.  

ü  996 schools have been closed.

 

What decisions have been taken by  Government during last 6 months?(From Newspapers)

ü  Traditional Examination system has been brought back from Class-5 to 8.  Without assessing the causes of low performance of students in government schools, Government decided to stop No detention Policy which was a mandate of RTE Act.

ü  Multi-pattern and short answer type  question papers in the line of line of CBSE from class-6^th to 8^th.

ü  New Curriculum and New Examination system . The system will be implemented from 2022(The Prameya,16, 2019)

ü  Admit cards will be issued to each students  and exam papers will be supplied to all schools. Exam will be conducted at a time all over Odisha. (The NItidin, Nov 19, 2019. ) Exam paper s cannot be evaluated by  by  teachers of same school.

ü  NCPCR has suggested to implement an uniform syllabus for all schools. Who has authorise NCPCR to do so ?

ü  It has been decided that English coaching  will be conducted in  5 schools in each district(The Sambad,28.06.2019).

ü  It has been decided  to develop  smart class in  56 schools.

ü  Government of Odisha has decided to increase the duration of classes in 3 subjects –mathematics, English and Science- in all state run schools.

ü  Spoken English in Class-1 in Government schools. Duration of English class increased from45 minutes to 90 minutes.(The Indian Express, 22.01.2020)   

From the above one can imagine the fate and priorities  of the public funded education system in Odisha.  

 

What is wrong with Education ? Situation after 12 years of RTE implementation in Odisha.

 

What is wrong with Education? Situation after 12 Years of RTE Implementation in Odisha

By Anil Pradhan

The Right to Education(RTE)Act is being implemented from 1^st April 2010 and as per the  Act all schools should be RTE complaint within the period of 5 years of it implementation that is by March 30^th 2015. However, 12 years have passed, and only 20% of schools in India comply with the RTE norms in terms of infrastructure.

As per the Act, all schools to comply with the Pupil Teacher Ratio(PTR)norms: all primary schools should be at least 2 teachers and Upper primary schools should be at least 3.  The PTR for primary classes is 30:1 and 35:1 for Upper Primary Classes.  The prescribed PTR is vital for improving the learning of children in schools. However, there is no government information available relating to the percentage of schools complying with PTR norms at present. Instead,the government is sharing state-level information relating to overall PTR status, which is irrelevant and absurd.

There was a lot of struggle by the civil society organisations for bringing legislation to make elementary education a fundamental right. It took 52years afterindependence to bring legislation into the Indian parliament and another 7 years to bring this RTE Act to implement the constitutional commitment. Researchers strongly argued in favour of making elementary education a fundamental right citing the example of other countries. How other countries have been able to curb child labour through this legislation. We also hope that this legislation will bring changes in the field of education, at least it will strengthen the public education system and the rate of spread of private schools will be reduced. After seeing the data relating to the different aspects of the RTE compliance after 12 years, it is quite disheartening to note that there is no major change on the ground. As per the U-DISE 2016-17, only 6.6% of schools in Odisha were complying with RTE parameters. The data relating to RTE compliance is not available after 2016-17. Similarly, as per 2018-19 DISE data, there were still 1745 single teachers schools.  There were 188 schools without a building and 1866 schools had single classrooms.      Instead of implementing the RTE Act in letter and spirit,the Odisha government is doing some peripheral activities such as Mo School and 5T school transformation for its vote bank politics which will not help to strengthen the education system as a whole rather it will help to increase inequality in providing education to its citizens.  The welfare state has a responsibility to provide free and quality education to all children without any discrimination. Unfortunately, in India the state is discriminating against its citizens by creating different layers of schools, making unequal provisions for each category of schools.  It will have serious consequences on the future of our society. The situation is the same here in Odisha. “Mo Schools” programme is helping schools , where infrastructure is reasonably good in condition and has an alumnae base. But schools located in interior pockets and in tribal areas have no alumnae, and there is no provision to cover them. These schools are facing the threat of school closure at present. Similarly, under the 5T school transformation programme, the Government is creating all kinds of facilities in selected schools. Only good infrastructure facilities will not help in improving learning among the children. Required number of teachers having dedication and motivation is most essential. At present, nobody is there in the system to encourage young teachers who are starting their careers. Even though they have the spirit to do something, the system is so autocratic and oppressive that they have been de-motivated quickly and doing their teaching job in a  stereotypical fashion.

Government is the opening set up hostels in tribal areas for primary class children and children are being admitted there from class -1. There are no clear cut guidelines for the admission of children. As a result, children from villages having primary schools are also getting admitted into hostels. Scientifically children from an early age should not be separated from their parents. A child has to get love affection; care from the parents and society. If we are distancing them from family and their village we are depriving them of the experience of everything relating to their family and society. It has a larger implication in society. It has an impact on reducing enrollment in village schools too. 

Odisha has an Multi Lingual Education(MLE) policy and a programme. Under this programme, theGovernment is developing learning materials in the languages of tribal children. But the programme is limited to around 1500 schools where around 14000 schools have 80% of children from tribal communities. On another hand the ST/SC Development department is running a programme called ANWESHA in which children of tribal communities are studying in English medium schools in towns and the government has set up hostels for them at its own cost. This is contradictory to the philosophy of the MLE programme.

The government of Odisha should have a proper mechanism to evaluate and research the impact of the above-mentioned programmes. But there is no research and evaluation on the same. Therefore, there is little opportunity to know the impact of these programmes. But the way it is being implemented will definitely have a disastrous impact on society and children.

The government never had an action plan to comply withRTE norms and as a result of which the state public education system is in a deplorable situation in Odisha. People have lost faith in government schools and those who can afford them send their children to private schools. As a result, private schools number has been increasing at an increasing rate and enrollment in government schools has been decreasing every year.  The number of private schools in Odisha in 2020-21 is 8085, increased from 4350 private schools in the year 2010-11.Instead of analysing the causes of low enrollment in government schools, the Government has been trying to close down schools in the name of school closure and consolidation violating RTE norms.

If this situation continues to prevail in Odisha millions of children from the  underprivileged community who are solely dependent on the public education system will be deprived in Odisha.The enrollment in Government schools is continuously declining while enrollment of children of scheduled tribes is increasing in Government schools. The people’s representatives from different political parties, and intelligentsia should come forward to protest the undemocratic and unrealistic steps of the government to save the public education system.

 Anil   Pradhan, Innovating Education for Weaker Sections in Odisha  

 

Anil Pradhan, son of Late Muralidhar Pradhan and Chili Pradhan, has come from a family of farmers,  and born on 09/07/1969 at Raibahal, Post. Raniakata, Via. Raj Kishore Nagar-759126, Angul, Odisha, India.

 

                                                                                                           

 1. Experiences

1992 to 1995

- Joined  as  a Programme Associate in Agragamee, Kashipur , Rayagada

-  Coordinated   different projects such as District Resource Unit ,  Innovative and

 Experimental Education programme supported by the MHRD, Government of

 India.

- Worked as one of the Senior Programme Managers in Agragamee.

 

 1996- till date

ü  Joined Sikshasandhan as the Member-Secretary(Chief Functionary)

ü  Organised state level and national level consultation on education for social

change to work out  strategies for Sikshasandhan. 

ü  Developed Training packages  and conducted training programmes for teachers, pre-school instructors, functionaries of voluntary organizations, senior functionaries of the Government of Orissa

ü  Provided support services to voluntary organizations on training, local specific curriculum development, and teaching learning materials development.

ü  Coordinated educational projects supported by Actionaid, Catholic Relief Services,Welthungerhilfe,OXFAM India, Terre Des Hommes-Germany, CRY , Care India, SDTT  and Swiss-aid.

ü  Coordinated an evaluation study of secondary schools managed by the

Schedule Tribes  and  Schedule Castes  Development  Department, Government of Orissa in 2000

ü  Was part of the research team,which executed an International Labour Organisation sponsored  study on Bondo Highlanders of Orissa.     

ü  Developed and implemented an innovative education programme for children of tribal communities in Orissa during 1999-2008 with the support of Welthungerhilfe.

ü  Coordinated a consortium consisting of  grassroots voluntary organizations working in the field of education in tribal areas of Orissa.

ü  Convener, Odisha Siksha Adhikar Abhijan, a network of voluntary organizations working in the field of  Education in Odisha.

ü  Convener, Odisha RTE Forum(state level alliance of NGOs, networks work in the field of education and child rights)

 

2. Achievements

ü  Developed a model education programme for children of tribal communities  which can be replicated elsewhere after minor modification in view of the local situation. More than 10,000 children benefited from the programme.

ü  His effort has been contributed  to influence Government of Odisha for mother tongue based education in Orissa for children of tribal communities. 

ü  Under his leadership a library has been set up consisting of valuable  collections of Odia autobiographies, biographies, local histories and books on Orissa. Besides, Mr.Pradhan has set up 200 library in 200 government schools.

ü  Coordinating publication of Sikshasandhan.More than 150 books on education, autobiographies , biographies  and books for children have been published so far.

ü  A bi-monthly magazine Sikha has been published under his leadership since 1996 which records news, views , experiences of the teachers, innovations  on education. 

ü  Sikshasandhan became an well-known organization under his leadership.

ü  He has been establish contact  with educationists, institutions and universities within the country and abroad.

ü  He organised the civil society  organistaions to form a state wide network  Odisha RTE Forum, a forum of NGOs,Funding agencies,teachers’union, and educationist to create pressure on government to implement Rights of Children to Free and Compulsory Education Act 2009 and bring about desired policy changes.     

            

 3. Membership                               

ü  Member, .Orissa Gabeshana Chakra- An intellectual forum in Orissa

ü  Founder Member and Trustee  of RUPANTAR- a resource centre for translation registered  under Trust Act

ü  Founder Member of Nishant Foundation, a trust for promoting literary activities in the state

ü  Founder Member of Centre for South Asian Studies, a trust for promoting

ü  research on South Asian Countries    

ü  Founder Member, SANJOJANA- a state level network for Natural Resource Management

 

4. Books/Articles  Published

ü  Co-translator  of the book Siksha Bichara(Oriya translation of the book “On Education by V.Sukhomlinsky) published by  Sikshasandhan, Bhubaneswar, 2003.

 

ü  Translation of excerpts from Oriya autobiographies into English  have been included in an anthology(From  Bondage to Freedom)   published by RUPANTAR.,2006

 

ü  Translation of an excerpt from Oriya women’s writing into English  has been included in the book Early Women’ writing of Orissa published by Sage, New Delhi.

 

ü  Co-Editor, Anubhabamala-II and III (Diary of Mr. Sarat Chandra Moharana, an eminent educationist and Gandhian)

 

ü  In Their Own Voices:Stories, Momories, Impressions of Tribal s in Orissa, a book edited by him was published in 2010.

 

ü  A  long write-up  included in Food Steps: Community Initiatives for Food Security  which was  published by Welthungerhilfe, Germany in 2008.

 

ü  Number of Articles published in News Papers and Magazines relating to education and development.

 

 

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