Linguistic capital, cultural recognition, and educational inclusion: the place of Telangana Telugu in school education

Language occupies a significant position in educational systems because it influences not only communication but also cultural recognition, identity formation, and access to educational opportunities. This paper examines the place of Telangana Telugu in school education through a sociological perspective. Drawing upon the concepts of linguistic capital, symbolic power, and cultural reproduction, the study analyses how educational institutions have historically privileged certain language varieties while marginalising others. The discussion traces the historical position of Telangana Telugu within the educational system of the erstwhile Andhra Pradesh and examines the changes that emerged following the formation of Telangana State in 2014. The analysis suggests that the dominance of standard Telugu in textbooks, curriculum, and classroom practices limited the representation of Telangana's linguistic and cultural experiences. In contrast, recent efforts to incorporate Telangana Telugu into educational materials reflect a broader attempt to promote cultural recognition and educational inclusion. The paper argues that linguistic recognition extends beyond language policy and constitutes an important aspect of social justice in education. While the inclusion of Telangana Telugu may strengthen students' sense of belonging and validate local cultural knowledge, effective implementation requires supportive curriculum practices, teacher preparedness, and a balanced multilingual approach. The paper concludes that language-inclusive educational policies can contribute to greater equity by recognising diverse linguistic identities while simultaneously enabling access to wider educational and social opportunities.