Abstract: This research paper explores the enduring relevance of Birsa Munda’s philosophy of social justice, cultural renewal, and community empowerment in shaping inclusive education reforms in contemporary India. As a tribal leader and reformer, Birsa Munda (1875–1900) championed dignity, self-determination, and ecological balance principles that deeply resonate with the goals of the National Education Policy (NEP) 2020 and global frameworks for inclusive education. Through a critical analysis of policy documents, secondary literature, and conceptual frameworks, this paper situates Munda’s ethos within the discourse on educational inclusion, decolonization, and social transformation. It proposes a Munda-inspired educational model rooted in cultural dignity, land–livelihood relevance, and collective agency, emphasizing multilingual pedagogy, participatory school governance, and context-sensitive assessment systems. The findings underscore that genuine inclusion transcends access. It entails curriculum indigenization, teacher sensitization, and community-led accountability that honor local epistemologies. The study concludes that reimagining education through the lens of Birsa Munda’s vision can foster equity, identity affirmation, and democratic empowerment, aligning with India’s constitutional and policy mandates for an equitable and pluralistic education system.

Keywords: Birsa Munda, inclusive education, NEP 2020, tribal education, cultural dignity, community participation, decolonizing curriculum, social justice..