The capitalist development has severely strained people’s livelihoods and relationships with the environment. Knowledge from non-capitalist premises can fruitfully enhance education for sustainable development (ESD) through their emphasis on (1) ecology and biodiversity, and (2) economic and socio-cultural equality of peoples. This research aims to co-create knowledge on sustainable development (SD) with the Bharia (a tribal community in Central India) by examining the lived experiences of the Bharia community in relation to their ecology, livelihoods and schooling. The study intends to redefine SD as a concept and praxis and take the co-created learnings back to the Bharia community and wider education system. Based on a qualitative research paradigm, the study will draw on interviews and discussions with three categories of individuals- the senior people, the youth, and the children. Research findings on the re-imagination of ESD will be disseminated through academic and popular writings, local networks will be activated for an inclusive process of informed actions and through a note on policy recommendation for Education for Sustainable Development.
Key Words: Co-creation of Knowledge, Tribal Transition, ESD, Inclusive Pedagogy, Education Policy
Indigenous Knowledge, Sustainable Development
Patalkot, Madhya Pradesh