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In common conception, art is often confined to a painting, sculpture, architecture or performance; we maintain however that what enables any art or artistic practice to become aesthetic is human experience. Arts and aesthetic practices are integral to the everyday lives of the indigenous Sabar tribes of India, particularly, in ascertaining Sabar "ways of knowing, being and doing". This article describes the nature of Sabar aesthetic experience, and its educational relevance, through an empirical study employing ethnomethodology and innovative participatory tools. It examines definitions and identifies limitations considered through an indigenous lens before introducing the social actors of the study. Findings illustrates how aesthetic practices empower voice by enabling multitextual expressions, rebuilding trust with the community and generating data that other methods may render invisible. The article offers discussions on how everyday aesthetic experiences and practices are imperative to the development of an authentic being. It conceptualises an educational ecology towards the realisation of sustainable educational systems and culturally critical ideals of education. We argue for an education for emancipation, through difference not domination, through enabling aesthetic and authentic beings. Ultimately, we urge a critical and creative future citizenship that is empowered by education, not constrained by its demands.