The world of ethics has often debated the relevance of schools of moral thought, such as utilitarianism and the libertarian doctrine, to the ideals of sustainable, inclusive development that countries across the globe aspire to reach. Utilitarianism, a philosophy which endorses actions providing maximum happiness as morally correct is ideologically unique from libertarianism, which prioritises individualist freedom and a free-market economy. Both views can be connected, although in varying degrees, to the axiom that equitable provision of education contributes to the overall economic development of the country. This concept is primarily concerned with state policies on improving the access and quality of education, such that all social groups, especially the marginalized communities, can avail the basic amenities of formal schooling and, subsequently, add value to their lives through the same. This essay will explore the two ethical philosophies of libertarianism and utilitarianism, and analyze the nature in which they engage to materialize social equity in the realm of school-level education in India’s underserved rural regions. Furthermore, this essay will establish how utilitarian principles reflect a clearer template of equitable community development through education whilst engaging with some noteworthy shortcomings of the utilitarian worldview. Finally, it will recommend adoption of indigenous and subaltern ethical frameworks by the Indian educational system to ensure an all-encompassing materialization of social equity.