Asian Journal of Education and Social Studies

Indian Knowledge Systems are frequently mentioned in the context of classical philosophy, Sanskrit literature, medicine, mathematics and ancient scientific traditions. This understanding is incomplete if the knowledge that can be found in regional, folk, artisan, agrarian and Adivasi communities is not considered. The Sambalpuri folk culture of western Odisha offers a valuable illustration of knowledge which survives through language, oral stories, festivals, music, dance, ritual and craftsmanship. The present paper looks at Sambalpuri folk culture as a living Indian Knowledge System and not just as a repository of local customs. It adopts a qualitative and interpretative approach rooted in linguistic research, cultural studies and policy documents and officially documented heritage materials. The Sambalpuri language is explored as a repository of local ideas, connections and experiences of the environment. Nuakhai is understood as an agrarian knowledge practice which connects agricultural time, gratitude, food ethics and social renewal. Dalkhai and related musical practices are explored as embodied knowledge, that is, knowledge of rhythm, collective coordination, ritual memory and instrument-making skills. Sambalpuri Bandha weaving is analysed as an integration of artistic expression, mathematical planning, technical expertise and cultural symbolism. The paper also reflects upon the role of Sambalpuri culture in the context of education in the National Education Policy 2020. It concludes that meaningful preservation requires mother-tongue learning, community-led documentation, livelihood protection, critical scholarship and the recognition of local practitioners as genuine knowledge holders.