Published Paper Details:

This research explores the profound impact of Christianity on the educational practices and frameworks of the Tangkhul Naga community, located in the northeastern region of India. Historically, the Tangkhul Nagas had a rich oral tradition and indigenous knowledge systems, which were disrupted by colonial influences and missionary activities in the 19th century. This study examines the transition from traditional educational models, rooted in cultural practices and communal knowledge, to the formalized systems introduced by Christian missionaries. Through qualitative methods, including interviews and archival research, the research investigates how Christian teachings and the establishment of schools transformed not only the literacy rates within the community but also the socio-cultural dynamics, gender roles, and economic opportunities. Moreover, it underscores the duality of this transformation--while Christianity and formal education offered pathways to modernity and empowerment, they simultaneously presented obstacles to the maintenance of indigenous identity and rituals. This study seeks to elucidate the complex relationship between tradition and transition in Tangkhul Naga education, so adding to wider dialogues on cultural change in post-colonial settings.