(Out)Caste language ideologies: Intersectional raciolinguistic stigma and assimilation from denotified tribal students' perspectives in rural India

Abstract

In India, where elementary education is a fundamental right, significant barriers stall the attainment of educational equity through linguistic inclusivity. This article explores student identities by examining intersections of language, caste, race, and socioeconomic class to make visible complexities of privilege, discrimination, and connections between social structure, identity, and language in education. From qualitative ethnographic research with a settled nomadic Tribal community in rural India, this article highlights contradictions between recent mother tongue language education policies and experiences of social disparities and stigma for Banjara Tribal youth, who speak a different mother tongue language than the language of education. I draw together theories of intersectionality and raciolinguistics to show how co‐naturalized lines of language and identity are navigated through language ideologies to shift positions of Banjara student identities. Through learning Marathi, the regional lingua franca, students transform their marginalized sociolinguistic positions into mainstream aspirants of academic and social success.