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 .
Downloads
References
Archer, B., Russo, K., Woodend, J., & Pryce, J. (2024). The relationship between living in regional, remote and rural areas and post-school outcomes: A scoping review. Australian Journal of Career Development, 33(2), 123–138. https://doi.org/10.1177/10384162241258275 DOI: https://doi.org/10.1177/10384162241258275
ASER Centre. (2022). Annual status of education report (rural) 2022.
Bourdieu, P. (1986). The forms of capital. In J. Richardson (Ed.), Handbook of theory and research for the sociology of education (pp. 241–258). Greenwood Press.
Byun, S., Meece, J. L., & Irvin, M. J. (2012). Rural-nonrural disparities in postsecondary educational attainment revisited. American Educational Research Journal, 49(3), 412–437. DOI: https://doi.org/10.3102/0002831211416344
Cao, G. (2025). Reassessing urban–rural education disparities: A global perspective. Oxford Review of Education. https://doi.org/10.1080/03055698.2025.2478831 DOI: https://doi.org/10.1080/03055698.2025.2478831
Desai, S., & Kulkarni, V. (2008). Changing educational inequalities in India. Demography, 45(2), 245–270. DOI: https://doi.org/10.1353/dem.0.0001
Drèze, J., & Sen, A. (2013). An uncertain glory: India and its contradictions. Princeton University Press. DOI: https://doi.org/10.23943/9781400848775
Duri, B. (2026). School travel experiences of learners in rural areas and implications for educational participation. Frontiers in Sociology. https://doi.org/10.3389/fsoc.2026.1751964 DOI: https://doi.org/10.3389/fsoc.2026.1751964
Erlandson, P., Wahlström, N., Kjellsdotter, A., & Bossér, U. (2026). Education in place: Rural schools between local realities and global horizons. International Journal of Educational Research, 136, Article 102893. https://doi.org/10.1016/j.ijer.2025.102893 DOI: https://doi.org/10.1016/j.ijer.2025.102893
Fitzgerald, A. (2024). Exploring the factors informing educational inequality across diverse contexts: A systematic review. International Journal of Inclusive Education. https://doi.org/10.1080/13603108.2024.2381121 DOI: https://doi.org/10.1080/13603108.2024.2381121
Glewwe, P., & Kremer, M. (2005). Schools, teachers, and education outcomes in developing countries (CID Working Paper No. 122). Harvard University.
Kingdon, G. G. (2007). The progress of school education in India. Oxford Review of Economic Policy, 23(2), 168–195. DOI: https://doi.org/10.1093/oxrep/grm015
Ministry of Education. (2023). Educational statistics at a glance. Government of India.
Ministry of Tribal Affairs. (2018). Statistics and reports.
National Statistical Office. (2019). Household social consumption on education in India (NSS 75th Round, July 2017–June 2018). Ministry of Statistics and Programme Implementation, Government of India.
Office of the Registrar General & Census Commissioner, India. (2011). Primary census abstract: Jammu and Kashmir. Government of India.
PROBE Team. (1999). Public report on basic education in India. Oxford University Press.
Sen, A. (1999). Development as freedom. Oxford University Press.
Silver, H. (1994). Social exclusion and social solidarity: Three paradigms. International Labour Review, 133(5–6), 531–578.
Thorat, S., & Newman, K. S. (2007). Caste and economic discrimination: Causes, consequences and remedies. Economic and Political Weekly, 42(41), 4121–4124.
UNESCO. (2019). Global education monitoring report 2019: Migration, displacement and education—Building bridges, not walls. UNESCO. DOI: https://doi.org/10.54676/ZHFR5975
World Bank. (2019). Ending learning poverty: What will it take? World Bank.
