Authors: Dr. Mukesh Kumar, Anand Prakash Vidyarthi
Abstract: This paper sociologically analyses the educational reforms introduced by Maharaja Sayajirao Gaekwad III of Baroda as an early experiment in state-led social justice within colonial India. Situated in a context of rigid caste hierarchy, patriarchy, and restricted mobility, Gaekwad’s introduction of free and compulsory primary education represented a structural intervention aimed at redistributing cultural capital and dismantling inherited privilege. Education was reconceptualised not as a marker of caste status but as a public right essential for citizenship and social integration. Vocational and technical expansion further linked education to economic mobility. Such initiatives illustrate a multidimensional model that combines literacy, skill development, and social inclusion. From a sociological perspective, Gaekwad’s reforms demonstrate how institutional commitment, administrative enforcement, and targeted welfare can transform education into an instrument of social restructuring, anticipating later constitutional principles of equality, affirmative action, and universal access in India.
DOI: https://doi.org/10.5281/zenodo.19548553
