This ethnographic study focuses on the transformation of primary education in rural North 24 Parganas, West Bengal, India. The study examines the process of modernization of primary education in this rural region, the challenges faced in implementing these changes, and their impact on the local community. The study employs anthropological perspectives to understand the ever-changing ruralities of this region, from ethnography to theory and back again. Moreover, the study also highlights the impacts of these changes on the local community. On the one hand, the shift towards a more child-centered approach has led to increased enrollment and retention rates, as well as improved academic performance. On the other hand, the modernization efforts have also resulted in some unintended consequences, such as a decline in traditional cultural practices and a widening gap between rural and urban communities. Anthropological perspectives have been instrumental in understanding the complex dynamics at play in this transformation of primary education in rural North 24 Parganas. Theoretical frameworks such as cultural ecology and political ecology have helped to shed light on the social, economic, and environmental factors that influence primary education in this region. This study demonstrates the importance of anthropological perspectives in understanding the ever-changing ruralities of regions such as rural North 24 Parganas. Ethnography, theoretical frameworks, interdisciplinary approaches, and case studies are all valuable tools for comprehending the complex relationships between rural communities and their socio-economic and environmental contexts. By recognizing the significance of anthropology in analyzing and transforming primary education in rural areas, we can better address the challenges and achieve meaningful impact for the local community.
