Abstract

This study investigates the educational barriers faced by Indigenous communities in Bangladesh's Chittagong Hill Tracts (CHT), focusing on vernacular language obstacles and systemic prejudices within the education system. The research addresses five key questions: the specific language challenges Indigenous students encounter, manifestations of systemic prejudice, the impact of the absence of mother-tongue education, the influence of cultural biases on student engagement, and potential reforms for fostering inclusivity. A qualitative research approach, involving semi-structured interviews and focus group discussions with educators, students, and community leaders, was used to identify the issues. The findings indicate that language barriers significantly affect comprehension, whereas systemic prejudices and cultural biases hinder student participation and academic success. The study recommends the implementation of mother-tongue instruction, culturally relevant curricula, and teacher training on cultural sensitivity to promote an inclusive educational environment. This research highlights the urgent need for educational reforms in the context of linguistic and cultural challenges that prevent fair access to education for Indigenous students in CHT.