Deshkal Society

The programme titled "Diversity, Social Inclusion/Exclusion, and Inclusive Classrooms" ran from 2011 to 2013 and received support from the Ministry of Human Resource Development, Government of India. Its primary focus was to improve learning outcomes for a diverse student population in rural Government primary schools located in Gaya District, Bihar. The initiative aimed to foster inclusive classroom environments, addressing social inclusion and exclusion issues. Through innovative approaches, it sought to enhance the learning achievements of students, particularly those facing diverse challenges in this rural educational context.

This initiative primarily focuses on grassroots interventions to empower landless and marginalized communities in realizing their homestead land rights. It involves building the capacity of these communities through the establishment of community-based organisations (CBOs), raising awareness, and providing training to access legal benefits. Additionally, the initiative engages in policy advocacy and public awareness campaigns to ensure that Government institutions are accountable and responsive to the land rights and entitlements of these communities. It conducts surveys, research, and documentation to identify challenges and issues, providing evidence for effective policy advocacy and public campaigns.

This comprises several significant research initiatives, including "The Impact of Community Mobilization on Land Rights Governance," conducted in collaboration with the London School of Economics and Political Sciences and the University of Oxford. Another endeavour focuses on capacity building and policy advocacy for land rights and entitlements of Scheduled Caste (SC) communities, with a particular emphasis on women in Gaya District, Bihar. There is a study examining the status, issues, and challenges surrounding the right to homestead land in rural Bihar, supported by Niti Aayog, formerly known as the Planning Commission of India.

Initiating grassroots efforts to enhance Government primary schools' effectiveness, specifically targeting improved learning outcomes for underprivileged children. This encompasses promoting inclusive classroom practices through teacher training. It conducts research and documentation activities to better understand issues of inclusion and exclusion in elementary education, along with identifying factors within schools and communities contributing to educational disparities among diverse students. Moreover, it also engages in policy advocacy and network building through national and international events and publications to advance inclusive, high-quality education for children from diverse backgrounds.

This engagement focuses on addressing concerns related to culture, development, and identity within marginalized communities. It involves integrating culture as a vital and evolving element in the foundational framework for the sustainable livelihood of marginalized groups. Furthermore, it aims to encourage economically viable, decentralized, and honourable livelihood opportunities founded on the cultural expressions and practices of these communities. Research and documentation efforts play a pivotal role in safeguarding and respectfully portraying the vibrant cultural traditions of marginalized groups.