Drama-based Pedagogy for Marginalised Children in Indian Preschools: Research, Intervention, and Impact

Background
In India, over 60% of Scheduled caste and Scheduled Tribe children, drop out before entering upper primary schools (Census, 2011). The marginalised, particularly tribal children, 'find their school education irrelevant and foreign to their lives, both culturally and academically' (Government of India, 2020). For them education creates a sense of estrangement, resulting in high dropout rates, absenteeism, and passive participation. COVID-19 made the situation worse, exacerbating pre-existing disparities by reducing opportunities for the most vulnerable children to continue learning (UN, 2020).
In an endeavor to address the global agenda of inclusive education and early childhood education for all, India's 2020 National Education Policy (NEP) focuses on historically marginalised groups and emphasizes inquiry-oriented early childhood pedagogy, which includes art-based pedagogic methods for young children.

Aims, objectives and research methods
Accordingly, drawing on ideas from anthropology and education, this research aims to explore how drama-based pedagogy can be developed for preschool children in marginalised communities.
Specifically the objectives of the study are to:
1. Examine ways in which the new NEP 2020 articulates an art-based pedagogy for marginalised children in early years education (EYE).
2. Observe how EYE practitioners currently experience and use art-based pedagogy, reflecting on the extent to which existing practice can be facilitated to develop a drama-based pedagogy for marginalised children.
3. Work with EYE practitioners and an NGO, to implement a drama based pedagogic intervention.
4. Examine the impact of the pedagogic intervention from different perspectives, which include EYE practitioners and children.

The study will be conducted in 3 state preschools selected from tribal, coastal, and rural regions of Kerala, in the South of India and will involve collaborating with the NGO, ANANNIA. ANANNIA will provide guidance and support for access, data collection, and development of a field intervention. They will also facilitate engagement with stakeholders and key beneficiaries of the research.
The project will be designed in two phases. Phase I will involve documentary analysis of the recent NEP 2020 policy , with attention to its proposals for early childhood pedagogy; this phase will also involve ethnographic data collection, exploring how various art-based pedagogies are used in the three preschool settings. Early years classroom practice and children's experiences of it will be studied using visual methods (for example, children as photographers, videos of classroom practice etc.), participant observation, and informal interviews. Phase II will involve working with the NGO and EYE practitioners to develop and facilitate implementing a drama based pedagogic intervention using ethnographic data collected. The final phase of the study will examine the impact of the intervention.
As part of the theoretical framework, the contributions of capability theory and concepts of educational alienation from anthropology, will be considered alongside theories about drama as art-based pedagogy.

Applications and benefits
The applications and benefits of this research are:
1. Drama based pedagogy will help marginalised communities engage with the value of education.
2. Policymakers will be provided with a model pedagogical framework which can be replicated.
3. EYE practitioners and the NGO will be supported in transforming EYE pedagogic practice.

In collaboration with ANANNIA, the research will engage with stakeholders throughout the research process.