Educational Marginality in Rural Kathua: A Qualitative Study of Access, Barriers, and Aspirations in the Hilly Regions of Kathua District
DOI:
https://doi.org/10.25175/jrd/2025/v44/i4/174224Keywords:
educational marginality, rural education, rural inequality, marginalised communities, spatial inequality, Kathua district, hilly regionsAbstract
Educational inequalities in rural India are shaped by persistent structural disparities linked to geography, socio-economic conditions, and social hierarchies. This study examines educational marginality in the hilly tehsils of Basohli, Billawar, and Bani in Kathua district (Jammu and Kashmir), focusing on access, barriers, and educational aspirations. Adopting a qualitative, exploratory multi-site case study design, the study draws on data from 36 participants—students, parents, teachers, and community members—generated through semi-structured interviews, focus group discussions, and field observations, and analysed using reflexive thematic analysis. Findings indicate that while primary education is relatively accessible, access to secondary and higher education remains uneven and geographically stratified, reflecting pronounced spatial inequalities. Geographical isolation, weak infrastructure, and limited institutional support constrain educational access, continuity, and participation. These structural constraints intersect with socio-cultural factors, particularly economic pressures, gender norms, and livelihood practices, producing differentiated patterns of participation among marginalised communities. Despite these conditions, students express strong educational aspirations. However, a persistent gap between aspirations and available opportunities indicates constrained capacity to translate educational goals into outcomes. The study conceptualises educational marginality as a multidimensional and relational process emerging from the interaction of spatial, social, and institutional factors. It highlights the need for integrated policy interventions that address both structural and socio-cultural barriers to educational participation and progression .
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