In the dense forests and remote settlements of Vidarbha, education is often a distant dream for many tribal children. Poor infrastructure, language barriers, and lack of access have made learning a daily struggle in these communities.

Yet, amidst this adversity, a few dedicated teachers have chosen to work where schools are hardest to reach. Their classrooms are not confined to buildings but often extend to open fields and village courtyards.

These educators represent a quiet movement, one that seeks not just literacy but inclusion. Through innovation, persistence, and cultural sensitivity, they have transformed the meaning of education in tribal regions.

1. Mantaiah Bedke: Shaping Futures in Gadchiroli’s Forest Classrooms

In the remote corners of Gadchiroli district, where villages are separated by dense forest corridors, one teacher’s effort has redefined the concept of accessibility. Mantaiah Bedke, a Zilla Parishad school teacher, has worked tirelessly to ensure that tribal students receive consistent and quality education despite geographic and infrastructural hurdles. His teaching extends beyond textbooks, focusing on practical, hands-on learning methods that allow students to grasp difficult concepts even without advanced tools.

He is widely recognised for introducing low-cost educational aids made from locally available materials, making lessons engaging and relatable for children who have limited exposure to technology. Bedke’s innovative strategies caught national attention when he was honoured with the National Teachers’ Award 2024. His commitment reflects years of adaptation to the tribal environment where resources are scarce, but determination is abundant. The school under his charge now witnesses near-complete attendance and active parental involvement.

His approach combines both cultural sensitivity and creativity.

By incorporating local languages and examples drawn from daily life, he bridges the gap between formal education and indigenous wisdom. In regions like Gadchiroli, where dropout rates were once high, his teaching has become a model for inclusive pedagogy. His classroom stands as a rare example of how context-based education can thrive even in areas overlooked by development.

2. Khurshid Sheikh: Bringing Learning to the Doorsteps of Sironcha’s Children

Sironcha, located in the southernmost part of Vidarbha, remains cut off from urban Maharashtra by vast forests and hilly terrain. Here, Khurshid Sheikh, a teacher at the Zilla Parishad Upper Primary School, became a household name during the pandemic when he refused to let learning stop. As schools shut down and digital access proved impossible for most tribal students, Sheikh began what locals fondly called “jungle batches.” Carrying books and teaching material, he trekked from village to village, conducting lessons in open clearings and under trees for children of the Madia, Gond, and Telugu-speaking communities.

His initiative ensured that dozens of students continued their education during lockdowns, preventing a surge in dropouts. The effort was recognised nationally when he received the National Teachers’ Award 2021 for exemplary service in tribal education. Sheikh’s work demonstrates that teaching in isolation is not about endurance but about commitment to the idea that every child deserves an equal chance to learn.

Even beyond the pandemic, he continues to engage students through creative activities that merge traditional storytelling with academic subjects. His classes often begin with local folktales, gradually leading into lessons on language, history, or science. This integration of culture and curriculum has strengthened learning outcomes and helped children retain interest in school. In an area where formal education was once seen as irrelevant, Sheikh’s efforts have turned it into a valued community aspiration.

3. Rajendra Bosam: Teaching in Gondi to Preserve Knowledge and Identity

Among the many challenges faced by tribal education in Vidarbha, the language barrier stands as one of the most persistent. For tribal children, learning in Marathi or Hindi can often mean memorising without understanding. Recognising this gap, Rajendra Bosam, a teacher in Gadchiroli, decided to teach in the Gondi language to help students connect meaningfully with their lessons. His decision, rooted in empathy and research, has shown that linguistic inclusivity can change the trajectory of education in marginalised areas.

By developing classroom material and activities in Gondi, Bosam made subjects like mathematics, geography, and environmental science more accessible.

His bilingual teaching model allows students to learn in their mother tongue while gradually transitioning to state languages. This approach has not only improved comprehension but also instilled pride among students in their cultural identity. Reports from education departments highlight that his methods have led to higher retention rates and better academic performance.

Bosam also involves elders and community leaders in school activities, using their knowledge to enrich the curriculum. Lessons often include discussions about forest ecology, local agriculture, and traditional customs, connecting education with lived experiences. His commitment has made him a role model for other educators seeking to adapt teaching to linguistic and cultural realities. Through his work, Gondi has found a new place in formal education, preserving both language and identity for the next generation.

4. Girish Kulkarni: Leading the Ashram School at Hemalkasa

The Lok Biradari Ashram School at Hemalkasa in Gadchiroli district stands as one of the most remarkable experiments in tribal education in India. Under the leadership of Principal Girish Kulkarni, the school has become a centre of learning for hundreds of Madia Gond students from remote villages. The institution operates as part of the larger Lok Biradari Prakalp, a social initiative aimed at improving health, education, and livelihood among tribal communities.

Kulkarni oversees the academic and residential operations of the school, ensuring that students receive not only education but also nutrition, healthcare, and emotional support. His teachers often double as mentors and caretakers, addressing the unique challenges faced by first-generation learners. The school achieved a 100 per cent pass rate in the Secondary School Certificate examinations, a rare feat for a tribal residential institution.

The model adopted under Kulkarni’s direction blends formal education with vocational training. Students learn traditional crafts, basic medical care, and environmental awareness alongside standard subjects. This integrated approach prepares them for both modern employment and sustainable living in their communities. The Ashram School has drawn attention from educators nationwide for its ability to maintain high academic standards without losing cultural connection. In the heart of Gadchiroli’s forest, it represents how education can transform lives when guided by purpose and compassion.

Education in tribal regions of Vidarbha has often been hindered by isolation, lack of resources, and systemic neglect. Yet, the efforts of these teachers show that transformative change is possible through dedication and understanding of local realities. Their classrooms are proof that education does not always require large budgets or modern infrastructure but a commitment to inclusion. By blending local culture with formal learning, they have created an environment where knowledge feels relevant and attainable.

Each of them continues to build bridges between tradition and modernity, ensuring that tribal children walk towards a future where their identities are not lost in translation. Their work stands as a testament to the enduring power of teaching as a tool for social transformation.