The closure of Gondi-medium schools in Maharashtra signals a worrying trend for the linguistic and cultural heritage of the tribal community. Gondi, spoken by over 2 million individuals in central India, is essential to the identity of the Gond tribe. The reduction of Gondi-medium education not only threatens the preservation of the language but also threatens the cultural continuity and self-determination of the community.
The recent closure of a Gondi-medium school in Maharashtra highlights the persistent challenges in implementing constitutional rights for linguistic minorities in India. Despite Article 350A of the Indian Constitution mandating that states provide primary education in the mother tongue of linguistic minority children, a combination of administrative hurdles, financial constraints, and socio-political neglect often obstructs this objective. The erosion of tribal languages is not just a linguistic issue; it signifies the loss of an entire worldview, cultural identity, and traditional knowledge systems passed down through generations.
Language is deeply intertwined with cultural heritage, and for tribal communities, it serves as the foundation of their rituals, folklore, arts, and oral traditions. However, globalization, forced assimilation, and inadequate institutional support have endangered many tribal languages. Over the past 50 years, the Central Institute of Indian Languages has reported the disappearance of more than 220 languages, many of which belong to indigenous communities. The absence of tribal languages in formal education further exacerbates their decline, reducing opportunities for younger generations to learn and use them in daily life.
The closure of Gondi-medium schools is emblematic of the struggle to preserve linguistic heritage in India. While Article 29 of the Constitution guarantees minorities the right to conserve their language, script, and culture, these protections often fail in practice. The Supreme Court, in the T.M.A. Pai Foundation case, reaffirmed the right of linguistic minorities to establish and administer educational institutions. However, in reality, state support for such institutions is often lacking, and indigenous communities find themselves battling bureaucratic apathy. Article 350A explicitly mandates states to facilitate primary education in children’s native languages, recognizing its role in improving learning outcomes and fostering inclusivity.
The National Education Policy (NEP) 2020 recognizes the importance of multilingual education and emphasizes mother tongue-based learning in early childhood. Despite these progressive measures, significant gaps remain in implementation. The Eighth Schedule of the Constitution lists 22 official languages that receive state support, yet tribal languages such as Gondi and Bhili are conspicuously absent. This exclusion is particularly glaring when considering that Sanskrit, spoken by about 25,000 people, enjoys constitutional recognition, while Gondi, spoken by approximately 2.9 million people, does not. This discrepancy reflects a broader pattern of systemic marginalization of tribal languages and cultures.
Tribal communities require self-governance and greater control over language and education policies to preserve their cultural identity. In the northeastern states, autonomous district councils provide legislative protections for tribal languages, enabling their survival and development. However, central Indian tribal regions lack similar institutional safeguards. The 1996 Panchayat (Extension to the Scheduled Areas) Act (PESA) acknowledges the importance of tribal self-governance, granting village councils decision-making power over cultural and educational matters. Yet, in practice, these provisions are often overridden by bureaucratic policies. For instance, a proposal by the Mohgaon Gram Panchayat to establish a Gondi-medium school was rejected due to rigid administrative norms, demonstrating how systemic inflexibility undermines grassroots autonomy.
Institutional bias against tribal languages extends beyond education. While Sanskrit and Hindi receive extensive state funding for textbooks, teacher training, and research, Gondi and other tribal languages receive minimal support. The absence of these languages from formal education results in further socio-economic exclusion, as job markets prioritize proficiency in Hindi and English. This creates a vicious cycle in which tribal languages are perceived as having little economic value, discouraging their use among younger generations.
The consequences of school closures extend beyond education, posing a direct threat to tribal identity. Tribal communities have historically relied on oral traditions, storytelling, and communal knowledge-sharing to pass down their heritage. However, urbanization, deforestation, and declining language transmission have already weakened these practices. The shutting down of Gondi-medium schools accelerates this cultural decline. Although PESA was intended to strengthen local decision-making, its effectiveness is undermined when village-level choices, such as establishing a Gondi school, are disregarded by district authorities.
The process of recognizing additional languages in the Eighth Schedule is slow and mired in politics. For instance, Bodo was officially recognized in 2003 after years of advocacy, yet Gondi remains excluded despite its large number of speakers. Although court rulings have upheld linguistic minority rights, their enforcement remains weak, particularly for tribal communities. The T.M.A. Pai judgment reaffirmed the autonomy of minority educational institutions, but the continued neglect of tribal language schools demonstrates the gap between constitutional guarantees and actual implementation.
Various government initiatives claim to support multilingual education, but their impact on tribal languages has been minimal. Programs such as the Indian Tribal Cooperative Marketing Development Federation aim to promote tribal culture but lack a focused mandate for language preservation. While All India Radio (AIR) has introduced Gondi-language broadcasts in Bastar, these efforts remain insufficient without parallel educational support. Recognizing Gondi in the Eighth Schedule would provide much-needed policy-driven support, helping to secure funding for educational resources, teacher training, and curriculum development.
A multifaceted approach is necessary to safeguard tribal languages and cultures. Increased local governance in educational decisions could help prevent bureaucratic interference in initiatives such as Gondi-medium schools. Allocating dedicated resources for tribal language education, providing teacher training, and developing digital tools for learning can bridge existing gaps. Mobile applications, YouTube tutorials, and podcasts in tribal languages can make learning more accessible and engaging.
Community involvement is also essential. Elders should be encouraged to share oral traditions, folktales, and indigenous knowledge with younger generations. Traditional festivals and cultural events should be actively promoted to foster a sense of pride in linguistic heritage. Documenting and protecting indigenous knowledge, including medicinal practices, agricultural methods, and craftsmanship, can help preserve cultural identity. Governments must also safeguard sacred sites and recognize the intellectual property rights of indigenous communities.
To increase visibility, media and technology should play a larger role in language preservation. Newspapers, radio programs, and social media content in tribal languages can raise awareness and encourage their use. Marketing tribal handicrafts and art through e-commerce and tourism can also generate economic incentives for language preservation. Collaboration between NGOs, universities, and government bodies is crucial for sustained funding and conservation efforts.
The closure of Gondi-medium schools is not merely an educational setback; it is a pressing cultural crisis that threatens the survival of the Gond community’s linguistic heritage. Without immediate policy interventions and community-led initiatives, future generations risk losing a vital part of their identity. Protecting and promoting tribal languages requires a combination of legal recognition, institutional support, and grassroots activism. If decisive action is not taken, India stands to lose invaluable cultural and linguistic diversity, diminishing the rich tapestry of its indigenous heritage.
