| Summary/Abstract |
Children from rural Odishan Scheduled Tribe and Scheduled Caste communities have an historically marginalized relation to schools and a corresponding greater involvement with informal education regimes and participation in everyday economic and cultural routines. Although radical state restructuring in recent decades makes rural school buildings more visible, inside the classrooms, students were often present and teachers absent. Drawing on ethnographic fieldwork, in Western Mayurbhanj, Odisha, I examine students’ engagement with school and argue that rural schools cannot be fully understood without examining the motivations of and interactions between three sets of stakeholders: state, local providers, and students. Further, the motivations, evaluations, and experiences of students deserve to be brought much more to the fore in light of their active roles in Mayurbhanj village schools and the significant effects of this involvement on both the nature of rural schools and the changes in rural blocks.
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