[Althusser, L. (1971). Lenin, philosophy and other essays. London: New Left Books.]Search in Google Scholar
[Anyon, J. (1980). Social class and the hidden curriculum work. Curriculum Inquiry, Vol (1).10.1177/002205748016200106]Search in Google Scholar
[Anyon, J. (2011). Marx and education. New York: Routledge.10.4324/9780203829615]Search in Google Scholar
[Apple, M. (1993). The politics of official knowledge: Does a national curriculum make sense? Teachers College Record, 95(2), 1-16.10.1080/0159630930140101]Search in Google Scholar
[Apple, M. (2004). Ideology and Curriculum. London: Routledge Falmer10.4324/9780203487563]Search in Google Scholar
[Apple, M., & James A. B. (2007). Democratic schools: Lessons in powerful education. Portsmouth NH: Heinemann.]Search in Google Scholar
[Arlene, G., & Adams, D. (1990). Cultural policy and cultural democracy in G. Arlene, & D. Adams (Eds.), Crossroads: Reflections on the politics of Culture. CA: DNA Press.]Search in Google Scholar
[Balagopalan, S., & Subrahmanian, R. (2003). Dalit and Adivasi children in schools: Some preliminary research themes and findings. IDS Bulletin, 34(1), 43-54.10.1111/j.1759-5436.2003.tb00058.x]Search in Google Scholar
[Balgopal, S. (2003). These children are slow: Some experiences of inclusion, formal schooling, and the Adivasi child. Perspectives in Education, September 2003.]Search in Google Scholar
[Balgopal, S. (2003a). Neither suited for the home nor the fields: Inclusion, formal schooling, and the Adivasi child, DS Bulletin, 34 (1). Sussex: Institute of Development Studies.10.1111/j.1759-5436.2003.tb00059.x]Search in Google Scholar
[Barnhardt, R., & O Kawagley. (2005). Indigenous knowledge systems and Alaska native ways of knowing. Anthropology and Education Quarterly, 36 (1). 8–23.10.1525/aeq.2005.36.1.008]Search in Google Scholar
[Bourdieu, P. (1973). Cultural reproduction and social reproduction. In R. Brown. (Ed.), Knowledge education and cultural change (pp.73-84). London: Tavistock.]Search in Google Scholar
[Burman, Roy, B.K. (1998). Draft United Nations Declarations on the rights of indigenous peoples. In B.K Roy Burman, & B.G. (Eds.), Aspiring To Be: Tribal/Indigenous Condition. Varghese, New Delhi: Konark Publishers.]Search in Google Scholar
[Chattarjee, A.V. (2004). Education and Democracy in India, New Delhi: Manohar Publishers.]Search in Google Scholar
[Chintis, S. (1977). Education and inequality. In A. Klsokoswka, & G. Martinitti. (Eds.), Education in a changing society (pp 73-106). London: Sage.]Search in Google Scholar
[Chintis, S. (1981). A long way to go. Bombay: Allied Publications.]Search in Google Scholar
[Choudhury, B. (1982). Tribal development in India. New Delhi: Inter India Publications.]Search in Google Scholar
[Choudhury, S. M., & Patnaik, S. (2008). Indian tribes and the mainstream. New Delhi: Rawat Publications.]Search in Google Scholar
[Crehan, K. (2013). Living subalternity: Antonio Gramsci’s concept of common sense. In C. Zene (Ed.), The political philosophies Antonio Gramsci and B. R. Ambedkar (pp. 103-115). London: Routledge.]Search in Google Scholar
[Darder, A., Baltodano, M., & Torres, R.D. (2009). The critical pedagogy reader. New York: Routledge.]Search in Google Scholar
[Deep, P. (2010). The politics of tribal education and governance: The Orissa experience. In Y. Chinna Rao, & Sudhakara Karakoti (Eds.), Exclusion and discrimination: Concepts, perspectives, and challenges. New Delhi: Kanishka Publishers.]Search in Google Scholar
[Denzin, N.K., & Lincoln, Y.S. (2008). Critical methodologies and indigenous inquiry: handbook of critical and indigenous methodologies. New Delhi: SAGE Publications10.4135/9781483385686]Search in Google Scholar
[Deshpande, G. P. (2002). Selected writings of Jotirao Phule. New Delhi: Left Word Books.]Search in Google Scholar
[Devy, G. N. (2013). Culture and development, an experiment with empowerment, Field Actions Science Reports, Special Issue 7; accessed at http://journals.openedition.org/factsreports/2404]Search in Google Scholar
[Dewey, J. (1916). Democracy and education. New York: Mc Millan.]Search in Google Scholar
[Dewey, J. (1930). The school and the society. New York: Mc Millan.]Search in Google Scholar
[Dharak, K. (2012). Prescribed marginalization, Seminar, October.]Search in Google Scholar
[Dharampal (1982). The beautiful tree. Goa: The Other India Press.]Search in Google Scholar
[Entwistle, H. (1977). Class culture and education. London: Methuen.]Search in Google Scholar
[Freire, P. (1968). Education for critical consciousness. London: Continuum.]Search in Google Scholar
[Freire, P. (1970). Pedagogy of the oppressed. New York: Continuum Publishing House]Search in Google Scholar
[Gandhi, M.K. (1917). Collected works of Mahatma Gandhi (Vol. 13). New Delhi: Publications Division, Government of India (Republished in 1998).]Search in Google Scholar
[Giroux, H. A. (1983). Theory and resistance in education: Pedagogy for the opposition. South Hadley, MA: Bergin & Garvey.]Search in Google Scholar
[Giroux, H. A. (2009). Critical theory in Educational Practice, In A. Darder, M. Baltodano, & R. D. Torres (Eds.). The critical pedagogy reader. New York: Routledge.]Search in Google Scholar
[GoI (Government of India). (2011). Census data. New Delhi: Ministry of Home Affairs. Government of India]Search in Google Scholar
[Govinda, R. (2002). India education report. London: Oxford University Press.]Search in Google Scholar
[Gramsci, A. (1971). Selections from the prison notebooks. London: Lawrence and Wishatr.]Search in Google Scholar
[Green, M. (2002). Gramsci cannot speak: Presentation and interpretations of Gram-sci concept of the subaltern. Rethinking Marxism. 14 (3), 1-24.10.1080/089356902101242242]Search in Google Scholar
[Guptha,V. (2012). Pluralism versus contested identities, Seminar, October.]Search in Google Scholar
[Harrison, B. & Papa, R. (2005). The development of an indigenous knowledge program in a new Zealand Maori-language immersion School. Anthropology and Education Quarterly, 36(1). 57–72.10.1525/aeq.2005.36.1.057]Search in Google Scholar
[Heredia, R. C. (1992). Tribal education for community development. New Delhi: Concept Publishing Company.]Search in Google Scholar
[Heredia, R C. (1995). Tribal education for development: Need for a liberative pedagogy for social transformation. Economic and Political Weekly, 30(16). 891-897.]Search in Google Scholar
[Heredia, R. C. (1995a). Education and mission: School as agent of evangelisation. Economic and Political Weekly, 30(37), 2332-2340.]Search in Google Scholar
[Janu, C. K. (2017). Manushyare Pariganikkan Keralam Padichittilla (Malayalam, Interview). Yukthirekha, 32(4). 22-27.]Search in Google Scholar
[Jena, D. (1991). Socio-cultural constrains in tribal education. In P. RabindraNath, & J. Lalitendu (Eds.) Tribal demography in India. New Delhi: APH Publishing House.]Search in Google Scholar
[Kannabiran, K. Constitutional Geographies and Cartographies of Impunity. Economic and Political Weekly. 51(44-45), 92-100.]Search in Google Scholar
[Krishnaswami, N. (2001). Decolonizing education in India. In P. Adesh (Ed), Decolonization - A search for alternative. New Delhi: Creative Books.]Search in Google Scholar
[Kumar, K. (1985). Education experiences of the scheduled castes and tribes. In S. Chandra Shukla & K. Kumar (Eds.), Sociological perspectives in education. New Delhi: Chanakya Publications.]Search in Google Scholar
[Kumar, K. (1989). Textbooks and educational culture. Economic and Political weekly. 21 (30), 1236-1240.]Search in Google Scholar
[Kumar, K. (1991). Political agenda of education. New Delhi: Sage Publications.]Search in Google Scholar
[Lohia, R. (1963). Marx, Gandhi, and socialism. Hyderabad, India: Navahind.]Search in Google Scholar
[Manmar, M., & Madhu, P. (1999). Indian education since independence. New Delhi: Vikas Publishing House.]Search in Google Scholar
[Manojan, K. P. (2017). Constructing the drop-out childhood: Implications for formal schooling among Paniyars in Kerala. Man in Society, 24, 72-84.]Search in Google Scholar
[Manojan, K. P. (2018). Indigenous knowledge in education: A study among Paniya tribes in Kerala. Journal of Social Work Education and Practice. 3(1), 43-55.]Search in Google Scholar
[Manojan, K. P. (2018a). Curriculum pedagogy and formation of subjectivities: Adivasi childhood and conflicts in formal schooling, Kerala. Unpublished Ph.D. thesis submitted to Centre for Human Rights, University of Hyderabad. (India).]Search in Google Scholar
[Manojan, K. P. (2019). Capturing the Gramscian project in critical pedagogy: Towards a philosophy of praxis in education. Review of Development and Change. 24(1). 123-145.10.1177/0972266119831133]Search in Google Scholar
[Mauro, F., & Hardison P.D. (2000). Traditional knowledge of indigenous and local communities: International debate and policy initiatives. Ecological Applications,10(5), 1263-1269.10.1890/1051-0761(2000)010[1263:TKOIAL]2.0.CO;2]Search in Google Scholar
[Mayo, P. (2010). Gramsci and educational thought. UK: Willey Blackwell.10.1002/9781444324006]Search in Google Scholar
[McLaren, P. & Giroux, H. A. (1995). Social theory and education. New York: SUNY Press.]Search in Google Scholar
[McLaren, P. (2009). Critical pedagogy: A look at the major concepts. In A. Darder, M.]Search in Google Scholar
[Baltodano, & R. D. Torres (Eds.), The critical pedagogy reader. New York: Routledge.]Search in Google Scholar
[Mishra, B.C. (1996). Education for tribal children. Haryana: Discovery Publishing House.]Search in Google Scholar
[Nambissan, G., & Srinivas, R. (2013). Sociology of education in India. New Delhi: Oxford University Press.]Search in Google Scholar
[Nambissan, G. B. (1994). Language and schooling of tribal children: Issues related to medium of instruction. Economic and Political Weekly, 29 (42), 2747-2754.]Search in Google Scholar
[Nambissan, G. B. (2002). Equity in education? Dalits and the State, 79.]Search in Google Scholar
[Narayana, D. (2010). Educational deprivation of scheduled tribes in Kerala. Paper presented at Centre for Development Studies Conference, Paniya Sadassu, Wayanad, Kerala, March 13-15.]Search in Google Scholar
[Ommen, T. K (2012). Ideology, culture and structure. Seminar, October.]Search in Google Scholar
[Pal, A., Nagar, A. R. S., & Chakraborty, T. (2001). Decolonisation: A search for alternatives. New Delhi: Creative Books.]Search in Google Scholar
[Panikar, K. N (2006). An agenda for cultural action. Haryana: Three essay Collective.]Search in Google Scholar
[Patel, S. (1991). Tribal education in India: A case study of Orissa. New Delhi: Mithal Publications.]Search in Google Scholar
[Pinto, A. (2004). Education and democracy in India: Contribution of the christian missionaries In A.V. Chatterjee (Ed.), Education and democracy in India. New Delhi: Manohar Publishers.]Search in Google Scholar
[Pradhan, S. (2004). Educational deprivation of STs in India. In D.S Saha., & S.S Yathindra (Eds.), Tribal issues in India. New Delhi: Rawath Publications.]Search in Google Scholar
[Radhakrishna, M. (2016). First-Citizens: Studies on adivasis, tribals, and indigenous peoples in India. New Delhi: Oxford University Press.]Search in Google Scholar
[Rani, M. (2009). I Will Not attend school: Listen what ethnic children say. Vanyajati Vol. 2 (April). 8-13.]Search in Google Scholar
[Rege, S. (2010). Education as Trutiya Rathna: Towards phule - Ambedkarite feminist pedagogical practice. Economic and Political Weekly, 14 (44), 88-98.]Search in Google Scholar
[Sachidanandha. (1999). Education of the scheduled castes and tribes. In M. Mukhopadhyay, & M. Parhar (Eds.), Indian Education: Development since independence. New Delhi: Vikas Publishing House.]Search in Google Scholar
[Santhosh, R. (2008). Mapping the ethno history of Paniyan: Some preliminary reflections. Indian Anthropologist, 38(1), 61-76.]Search in Google Scholar
[Sarangapani, P. M. (2003). Constructing school knowledge: An Ethnography of learning in an Indian Village. New Delhi: Sage.]Search in Google Scholar
[Sarangapani, P. M. (2003a). Indigenizing curriculum: Questions posed by Baiga vidya. Comparative Education, 39(3), 199-209.10.1080/03050060302552]Search in Google Scholar
[Semali, L.M., & Kincheloe J.L. (1999). Introduction chapter. In Ladislaus M. Semali., & Joe L. Kincheloe (Eds.), What is indigenous knowledge? Voices from the academy. New York: Falmer Press.]Search in Google Scholar
[Shaw, B.V. (2005). Education and social change among tribals in India. In Pariyaram, & M. Chacko (Eds.). Tribal communities and social change. New Delhi: Sage.]Search in Google Scholar
[Shor, I. (1993). Education as politics. In P. McLaren, & P. Leonard (Eds.), Paulo Freire: A critical encounter. London: Routledge.]Search in Google Scholar
[Singh, A. K. (1994). Drop-out from primary schools in tribal India: A case study of the Ho in Parampancho, West Singhbhum. Unpublished Ph.D. thesis submitted to the Department of International and Comparative Education (Institute of Education), University of London.10.1016/0738-0593(94)00061-S]Search in Google Scholar
[Singh, A. K. (1995). The cultural construction of home and school knowledge in tribal India. Prospects, 25 (4), 737.10.1007/BF02334148]Search in Google Scholar
[Smith, L.T. (1999). Decolonizing methodologies: Research and indigenous people. London: Zed.]Search in Google Scholar
[Smith, L.T. (2005). Building a research agenda for indigenous epistemologies and education. Anthropology and Education Quarterly, 36(1), 93–95.10.1525/aeq.2005.36.1.093]Search in Google Scholar
[Spivak, G.C. (1988). Can the subaltern speak? In C. Nelson., & L. Grossberg (Eds.), Marxism and the interpretation of culture, Urbana: University of Illinois Press.]Search in Google Scholar
[Sridhar, K. K. (1996). Language in education: Minorities and multilingualism in India. International Review of Education, 42 (4), 327-347.10.1007/BF00601095]Search in Google Scholar
[Sujatha, K. (2002). Education among scheduled tribes. In R. Govinda (Ed.), India education report. London: Oxford University Press.]Search in Google Scholar
[Sundar, N. (2002). Indigenise, nationalise and spiritualise: An agenda for education?. International Social Science Journal, 173, 373–383.10.1111/1468-2451.00389]Search in Google Scholar
[Sundar, N. (2010). Educating for inequality: The experiences of India’s ‘indigenous’ citizens. Asian Anthropology, 9(1), 117-142.10.1080/1683478X.2010.10552598]Search in Google Scholar
[Sunny, Y. (2014). Knowledge and the politics of education. Economic and Political Weekly, 49 (50), 103-124.]Search in Google Scholar
[Teltumbe, A. (2018). Identity politics and the annihilation of castes. Seminar (Gandhi Special Issue). October.]Search in Google Scholar
[Thomas, P. D. (2013). Hegemony, passive revolution, and the modern Prince. Thesis Eleven, 117(1), 20–39.10.1177/0725513613493991]Search in Google Scholar
[Varghese R. (2015). Jayichavar thottu pokunna idam (Malayalam). Onnipu Masika. July.]Search in Google Scholar
[Wringe, C. (1984). Democracy schooling and political education. London: George Allen &Unwin.]Search in Google Scholar
[Xaxa, V. (1999). Transformation of tribes in India: Terms of discourse. Economic and Political Weekly, 34(24), 1519-1524.]Search in Google Scholar
[Xaxa, V. (2016). Formation of adivasi/indigenous people’s identity in India. In M. Radhakrishna (Ed.), First citizens: Studies on adivasis, tribals, and indigenous peoples in India (pp.33-52). New Delhi: Oxford University Press.]Search in Google Scholar
[Zene, C. (2013). The political philosophies Antonio Gramsci and B. R. Ambedkar. London: Routledge.10.4324/9780203762035]Search in Google Scholar