Education emerged as one of the most significant instruments of social transformation during the Indian National Movement, particularly for Dalit and backward communities who had long experienced systemic exclusion from formal learning and public life. This study examines the growth of educational consciousness and its relationship with the pursuit of social equity among these marginalized communities in North Bihar between 1917 and 1947. The selection of 1917 as the starting point corresponds with the Champaran Satyagraha, which not only marked a new phase in India's freedom struggle but also initiated constructive programmes emphasizing literacy, basic education, and social reform. The study explores how nationalist initiatives, social reform movements, local leadership, and community participation collectively contributed to expanding educational opportunities for historically disadvantaged groups. Adopting the historical research method, the study relies on archival records, census reports, government educational documents, district gazetteers, newspapers, and relevant secondary literature to analyze patterns of educational access and social change. It argues that educational awareness gradually evolved into a powerful means of challenging caste-based discrimination, promoting social mobility, and strengthening political participation among Dalit and backward communities. Although colonial educational policies remained limited in addressing structural inequalities, the combined efforts of nationalist leaders, local reformers, voluntary organizations, and community institutions created new opportunities for learning and public engagement. Educational initiatives encouraged greater participation in civic life and fostered aspirations for equality, dignity, and self-representation (Ambedkar, 1936, pp. 41–45). The study further contends that educational consciousness was not merely an outcome of political mobilization but also a catalyst for broader social transformation in North Bihar. By connecting educational development with struggles for social justice during the national movement, the article contributes to a deeper understanding of the historical roots of inclusive education and democratic citizenship in modern India. The findings highlight that the quest for education among marginalized communities laid an important foundation for post-independence policies aimed at equality, social justice, and educational inclusion (Jha, 1977, pp. 212–218).
Educational Consciousness, Social Equity, Dalit Communities, Backward Communities, North Bihar, Indian National Movement, Colonial Education.
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