Phenomenological Experience of Tribal Students with Disabilities of Social Capital in Their Education: A Comprehensive Analysis

Abstract

This research paper explores, through phenomenological analysis, the experiences lived by students with disabilities from tribes within Indian schools and colleges, how intersecting barriers impede their access to social capital-including networks and institutional resources that support academic outcomes. Notwithstanding the NEP 2020 and RTE Act 2009 legal frameworks, which lay a foundation in inclusive education, huge gaps exist in implementation, especially pertaining to infrastructure, teacher preparation, and social inclusion. This paper has underscored the need to recognize these structural inequalities and their implications for the educational trajectories and consequent socioeconomic outcomes of tribal students with disabilities.