Orality as Epistemology: The Socio-Pedagogical Functions of A·chik Storytelling Traditions in Meghalaya

Abstract

For the A·chik community of Meghalaya, Northeast India, storytelling is not a relic of the past; it is a “living classroom” that has sustained a civilization for centuries, demonstrating its enduring significance in shaping their culture and identity. This research thoughtfully examines the intricate socio-pedagogical framework of A·chik orality. It delves beyond mere folklore to uncover a sophisticated system of knowledge transfer, emphasizing the significance and depth of this cultural tradition. By analyzing the traditional wal·tim (fireside) as the “original immersive technology,” the study demonstrates how narratives function as a cognitive bridge between ancestral wisdom and contemporary identity. Utilizing a qualitative ethnographic framework and theoretical perspectives from cultural studies, the study investigates how oral narratives—transmitted through the traditional wal·tim (fireside)—function as an “immersive technology” for the transfer of ethical values, kinship structures, and ecological wisdom. Through the analysis of seminal texts by Dhoronsing K. Sangma and primary field data from the North and South Garo Hills, the research identifies a critical tension between ancestral traditions and modern digital pressures. The study concludes that despite the threat of memory erosion, the adaptability of A·chik orality ensures its continued relevance as a vital channel for cultural identity.