Ambedkar and Political Reservation
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Syllabi Book Ix
ISLAMIAH COLLEGE (AUTONOMOUS) VANIYAMBADI – 635 752 (AIDED & SELF FINANCE) SYLLABI BOOK IX 10TH ACADEMIC COUNCIL MEETING (For the UG & PG Candidates Admitted from 2018-2019) Th 04 FEBRUARY 2018 1 Part-I Credit 5 SEMESTER I Language Hrs./Week 6 UG - FOUNDATION COURSE Elective Course Exam Hrs. 3 (All UG I Year From 2018-19 onwards) Urdu Paper I - PROSE, GRAMMER & COURSE TITLE U8FUR101 LETTER WRITING UNIT I 1. SAIR PAHLAY DARWESH KI - Meer Amman Dehlavi 2. Ism aur Uski Qismein 3. Letter to the Principal Seeking leave UNIT II 1. GHALIB KE AKHLAQ -O- AADAT - Moulana Althaf Hussain Hali 2. Fe'l aur Uski Qismein 3. Letter to the father/guardian asking money for payment of college fees UNIT III 1. BEHS-O-TAKRAR - Sir Syed Ahmed Khan 2. Sifat aur Uski Qismein 3. Letter to a friend inviting him to your sister's marriage UNIT IV 1. KHAWAJA MOINUDDEEN CHISTI – Shebaz Hussain 2. Zameer aur Uski Qismein 3. Letter to the manager of a firm seeking employment UNIT V 1.SAWERAY JO KAL MERI AANKH KHULI – Putars Bukhari 2. Jins aur Uske Aqsaam 3. Letter to a publisher of a book seller placing order for books. Books for reference: URDU TEXT BOOK CUM WORK BOOK Published by the Department of Urdu & Arabic Islamiah College(Autonomous), Vaniyambadi 2 Part-I Credit 5 SEMESTER II Language Hrs./Week 6 UG - FOUNDATION COURSE Elective Course Exam Hrs. 3 (All UG I Year From 2018-19 onwards) URDUPAPER II- GHAZALIAT, MANZOOMAT , COURSE TITLE U8FUR201 RUBAIYAT &TRANSLATION UNIT - I 1. MEER TAQI MEER – Ulti hogayeen Sab tadbeerein kuch na dawa nay kam kiya 2. -
Poona Pact - 1932 [Modern Indian History Notes for UPSC]
NCERT Notes: Poona Pact - 1932 [Modern Indian History Notes For UPSC] The Poona Pact is an agreement between M K Gandhi and B R Ambedkar signed in the th Yerwada Central Jail, Poona on September 24 , 1932 on behalf of the depressed class for the reservation of the electoral seats in the Legislature of the British Government. This is an important topic for the UPSC Exam and these notes will also be useful for other competitive exams like bank exams, SSC, state civil services exams and so on. This Pact ended the fast that Gandhi had undertaken in the jail to protest against British Prime Minister Ramsay Macdonald’s award of a separate electorate to the Depressed Classes. Candidates can also download Poona Pact 1932 notes PDF from the link provided below. Poona Pact - Important Facts ● Dr Ambedkar was in favour of a separate electorate for the Depressed Classes and this was laid down by him in the First Round Table Conference. He was representing the Depressed Classes in the conference. ● Gandhi was against this idea and when PM Macdonald decided to grant communal awards to minorities and the Depressed Classes, he undertook a fast whilst in jail in Poona. ● Due to public pressure to end the fast unto death, Dr Ambedkar and Gandhi made the Poona Pact which laid down reserved seats for the Depressed Classes in the provincial legislatures for which elections would be through joint electorates. ● Gandhi was against this idea because he did not want to view the untouchables as being outside the folds of Hinduism. -
AMBEDKAR and the POONA PACT Relevant For: Null | Topic: National Movement (1919-1939) Era of Mass Nationalism
Source : www.thehindu.com Date : 2020-04-14 AMBEDKAR AND THE POONA PACT Relevant for: null | Topic: National Movement (1919-1939) Era of Mass Nationalism In late September 1932, B.R. Ambedkar negotiated the Poona Pact with Mahatma Gandhi. The background to the Poona Pact was the Communal Award of August 1932, which, among other things, reserved 71 seats in the central legislature for the depressed classes. Gandhi, who was opposed to the Communal Award, saw it as a British attempt to split Hindus, and began a fast unto death to have it repealed. In a settlement negotiated with Gandhi, Ambedkar agreed for depressed class candidates to be elected by a joint electorate. However, on his insistence, slightly over twice as many seats (147) were reserved for the depressed classes in the legislature than what had been allotted under the Communal Award. In addition, the Poona Pact assured a fair representation of the depressed classes in the public services while earmarking a portion of the educational grant for their uplift. The Poona Pact was an emphatic acceptance by upper-class Hindus that the depressed classes constituted the most discriminated sections of Hindu society. It was also conceded that something concrete had to be done to give them a political voice as well as a leg-up to lift them from a backwardness they could not otherwise overcome. The concessions agreed to in the Poona Pact were precursors to the world’s largest affirmative programme launched much later in independent India. A slew of measures were initiated later to uplift Scheduled Castes and Scheduled Tribes. -
GALA Karuna Mantena
General Aspects of Law GALA DEAN’S SEMINAR ROOM (215 BOALT HALL) THURSDAY FEBRUARY 23, 2012 4:10 – 6:00 PM “ANOTHER REALISM: THE POLITICS OF GHANDIAN NONVIOLENCE” By Karuna Mantena ASSISTANT PROFESSOR OF POLITICAL SCIENCE YALE UNIVERSITY NOTE The GALA speaker will offer some brief introductory background remarks about the paper and the remainder of the time will be devoted to discussion. Participants are expected to read the paper in advance. Papers are distributed to those on our mailing list or electronically when available at the GALA website: < http://www.law.berkeley.edu/9264.htm>. Others may obtain copies from Ms. Amatullah Alaji-Sabrie at 510.642.3627 or [email protected]. Copies can be made available in an alternate format upon request. GALA events are wheelchair accessible. For any disability-related accommodations advance notice is requested. Another Realism: The Politics of Gandhian Nonviolence Karuna Mantena I. Introduction Political realism typically includes two interconnected claims: a view of politics in which power and conflict are taken to be constitutive and a suspicion of doctrines and theories that elide this fact as carelessly idealist or utopian. Realism is often equated with a kind of Machiavellianism, a hard-nosed insistence that norms of ordinary, individual, and/or legal morality have to be relaxed or superceded in the face of the contingency of political conflict or the intractability of ideological struggle.1 Here, realism reaches its denouement in the defense of power politics, reason of state, or -
Ghaffar Khan and Jawaharlal Nehru
HISTORY CHAPTER 2 Nationalism In India PART Iii Presented by Mrs. R. Diana Sekar Towards Civil Disobedience In February 1922, Mahatma Gandhi decided to withdraw the Non- Cooperation Movement. He felt the movement was turning violent in many places and satyagrahis needed to be properly trained before they would be ready for mass struggles. Within the Congress, some leaders were by now tired of mass struggles and wanted to participate in elections to the provincial councils that had been set up by the Government of India Act of 1919. They felt that it was important to oppose British policies within the councils, argue for reform and also demonstrate that these councils were not truly democratic. Motilal Nehru & C. R. Das C. R. Das and Motilal Nehru formed the Swaraj Party within the Congress to argue for a return to council politics. But younger leaders like Jawaharlal Nehru and Subhas Chandra Bose pressed for more radical mass agitation and for full Jawaharlal Nehru & Subhas independence. Chandra Bose two factors again shaped Indian politics The new Tory The effect of the government in Britain worldwide constituted a Statutory economic Commission under Sir depression. John Simon. Price fall The first was the effect of the worldwide economic depression. Agricultural prices began to fall from 1926 and collapsed after 1930. As the demand for agricultural goods fell and exports declined, peasants found it difficult to sell their harvests and pay their revenue. By 1930, the countryside was difficult to in turmoil. sell their harvests Against this background the new Tory government in Britain constituted a Statutory Commission under Sir John Simon. -
This Thesis Has Been Submitted in Fulfilment of the Requirements for a Postgraduate Degree (E.G
This thesis has been submitted in fulfilment of the requirements for a postgraduate degree (e.g. PhD, MPhil, DClinPsychol) at the University of Edinburgh. Please note the following terms and conditions of use: This work is protected by copyright and other intellectual property rights, which are retained by the thesis author, unless otherwise stated. A copy can be downloaded for personal non-commercial research or study, without prior permission or charge. This thesis cannot be reproduced or quoted extensively from without first obtaining permission in writing from the author. The content must not be changed in any way or sold commercially in any format or medium without the formal permission of the author. When referring to this work, full bibliographic details including the author, title, awarding institution and date of the thesis must be given. Children and Childhood in the Madras Presidency, 1919-1943 Catriona Ellis Doctor of Philosophy History, Classics and Archaeology The University of Edinburgh 2016 1 Abstract This thesis interrogates the emergence of a universal modern idea of childhood in the Madras Presidency between 1920 and 1942. It considers the construction and uses of ‘childhood’ as a conceptual category and the ways in which this informed intervention in the lives of children, particularly in the spheres of education and juvenile justice. Against a background of calls for national self-determination, the thesis considers elite debates about childhood as specifically ‘Indian’, examining the ways in which ‘the child’ emerged in late colonial South India as an object to be reformed and as a ‘human becoming’ or future citizen of an independent nation. -
Recasting Caste: Histories of Dalit Transnationalism and the Internationalization of Caste Discrimination
Recasting Caste: Histories of Dalit Transnationalism and the Internationalization of Caste Discrimination by Purvi Mehta A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy (Anthropology and History) in the University of Michigan 2013 Doctoral Committee: Associate Professor Farina Mir, Chair Professor Pamela Ballinger Emeritus Professor David W. Cohen Associate Professor Matthew Hull Professor Mrinalini Sinha Dedication For my sister, Prapti Mehta ii Acknowledgements I thank the dalit activists that generously shared their work with me. These activists – including those at the National Campaign for Dalit Human Rights, Navsarjan Trust, and the National Federation of Dalit Women – gave time and energy to support me and my research in India. Thank you. The research for this dissertation was conducting with funding from Rackham Graduate School, the Eisenberg Center for Historical Studies, the Institute for Research on Women and Gender, the Center for Comparative and International Studies, and the Nonprofit and Public Management Center. I thank these institutions for their support. I thank my dissertation committee at the University of Michigan for their years of guidance. My adviser, Farina Mir, supported every step of the process leading up to and including this dissertation. I thank her for her years of dedication and mentorship. Pamela Ballinger, David Cohen, Fernando Coronil, Matthew Hull, and Mrinalini Sinha posed challenging questions, offered analytical and conceptual clarity, and encouraged me to find my voice. I thank them for their intellectual generosity and commitment to me and my project. Diana Denney, Kathleen King, and Lorna Altstetter helped me navigate through graduate training. -
Fuzzy and Neutrosophic Analysis of Periyar's Views
FUZZY AND NEUTROSOPHIC ANALYSIS OF PERIYAR’S VIEWS ON UNTOUCHABILITY W. B. Vasantha Kandasamy Florentin Smarandache K. Kandasamy Translation of the speeches and writings of Periyar from Tamil by Meena Kandasamy November 2005 FUZZY AND NEUTROSOPHIC ANALYSIS OF PERIYAR’S VIEWS ON UNTOUCHABILITY W. B. Vasantha Kandasamy e-mail: [email protected] web: http://mat.iitm.ac.in/~wbv Florentin Smarandache e-mail: [email protected] K. Kandasamy e-mail: [email protected] Translation of the speeches and writings of Periyar from Tamil by Meena Kandasamy November 2005 2 Dedicated to Periyar CONTENTS Preface 5 Chapter One BASIC NOTION OF FCMs, FRMs, NCMs AND NRMS 1.1 Definition of Fuzzy Cognitive Maps 9 1.2 Fuzzy Cognitive Maps – Properties and Models 13 1.3 Fuzzy Relational Maps 18 1.4 An Introduction to Neutrosophy and some Neutrosophic algebraic structures 22 1.5 Neutrosophic Cognitive Maps 27 1.6 Neutrosophic Relational Maps — Definition with Examples 31 Chapter Two UNTOUCHABILITY: PERIYAR’S VIEW AND PRESENT DAY SITUATION A FUZZY AND NEUTROSOPHIC ANALYSIS 2.1 Analysis of untouchability due to Hindu religion using FCMs and NCMs 43 2.2 Analysis of discrimination faced by Dalits/ Sudras in the field of education as untouchables using FCMs and NCMs 58 2.3 Social inequality faced by Dalits and some of the most backward classes - an analysis using FCM and NCM 66 4 2.4 Problems faced by Dalits in the political arena due to discrimination – a FCM and NCM analysis 75 2.5 Study of Economic Status of Dalits due to untouchability using fuzzy and neutrosophic -
Indian Civil Service Examinations and Dalit Intervention in British India
ISSN (Online) - 2349-8846 Indian Civil Service Examinations and Dalit Intervention in British India STALIN RAJANGAM A B RAJASEKARAN Stalin Rajangam ([email protected]) is a Dalit writer based in Madurai. A B Rajasekaran ([email protected]) is an intellectual property attorney based in Chennai. Vol. 55, Issue No. 12, 21 Mar, 2020 During the independence movement in the mid-19th century, the Paraiyar Mahajana Sabha from Tamil Nadu prevailed upon the British government to reject the demand from the Indian elite to simultaneously hold exams for the Indian Civil Services in India in addition to London. Dalit organisations at that time felt that such a move would only enable the upper- caste Indians to monopolise the bureaucracy in India. Even as the nationalist consciousness was emerging during the Indian freedom movement, there were countermovements within and outside the ambit of the freedom struggle. Their demands, especially from socially disadvantaged groups, would seem anti-national today, or at variance with the objectives of the freedom movement. But, it is essentially due to these movements that modern India is what it is today. Tamil Nadu has been a pioneer in the social justice movement, besides its contribution to the freedom struggle. Dalits were the first to form mass organisations, based on modern social justice ideas, to secure social and political rights in Tamil Nadu, as early as the second half of the 19th century (Geetha and Rajadurai 2008: 54). These ideas continue to reverberate even in the political sphere of modern-day Tamil Nadu. The Dalits perceived the ISSN (Online) - 2349-8846 colonial government as a benefactor in their struggle, and found ways to secure such benefits from the colonial authorities that would eventually relieve them from the oppressive caste system. -
Department of History Periyar E.V.R
DEPARTMENT OF HISTORY PERIYAR E.V.R. COLLEGE (AUTONOMOUS & ACCREDITED), TRICHY – 23, CBCS GENERAL PATTERN FOR POST GRADUATE ACADEMIC YEAR FROM 2015 – 2016 Internal External S.No. Courses Hours Credits Exam Exam I SEMESTER 1. Core I – State and Society in India UPTO 6 5 25 75 A.D. 1206 2. Core II – History of Tamil Nadu UPTO 6 5 25 75 A.D. 1336 (Excluding Cholas) 3. Core III – National Movement in India 6 4 25 75 From A.D. 1885 to 1947 4. Core IV – Social and Cultural History of 6 4 25 75 India from A.D. 1206 to 1707 5. Core V – Heritage Studies 6 4 25 75 125 375 Total 30 22 II SEMESTER 6. Core VI – Intellectual History of Modern 6 5 25 75 India 7. Core VII – History of Cholas 6 5 25 75 8. Core VIII – History of Tamil Nadu From 6 5 25 75 A.D. 1336 to 1984 9. Core IX – Ancient World Civilizations 6 4 25 75 (Excluding India) 10. History of East Asia From A.D. 1830 to 6 4 25 75 1970 Total 30 23 125 375 III SEMESTER 11. Core XI – History of Political Thought 6 5 25 75 12. Core XII – Historiography 6 5 25 75 13. Core XIII – Socio - Economic and 6 5 25 75 Cultural History of India From A.D. 1707 to 1947 14. Core Based Elective - I: Contemporary 6 4 25 75 Issues in India 15. Core Based Elective - II: Dravidian 6 4 25 75 Movement Total 30 23 125 375 IV SEMESTER 16. -
Chapter - Vi 0 0 0 0 0 121
0 0 0 10 0 0 0 0 0 0 Wf 0 0 0 0 0 0 0 0 0 0 0 10 1 0 0 0 0 0 0 CHAPTER - VI 0 0 0 0 0 121 CHAPTER - Vi EPILOGUE Gandhiji was a great thinker. His thoughts were not confirmed to one aspect of life, but society includes political life, religious life, political life and certain other aspects. There is no aspect of Human life which Gandhiji has not touched. Gandhian philosophy or Gandhian way of life covers almost all the aspects of human and social life. It would therefore be wrong to say that Gandhiji was not a social thinker. He was a great social thinker and his social thoughts form the treasure which even future generations shall continue to draw upon. Mahatma Gandhi was born in a small town called Porbandar on the coast line of Kathiawad on October 2, 1869. His father Shri Karamchand Gandhi was Diwan of the Ahmedabad State. His mother was a religious and devote Hindu lady who left a very serious imprint on the life of Mahatma Gandhi. At an early age of 13 years he was married to Kasturba and at the age of 18 he passed his matriculation examination. After Matriculation, Gandhiji proceeded to England to study law. When he went to England his father had gone by now. His elder brother became responsible for his education. It was misfortune that before Gandhiji could come back to India his mother was also gone and it was the rudest shock to his life. -
B.A., History Effective from the Year 2020-2021 Year: III Year Subject Code: U18MHS501 Semester: V Major - 9 Title: HISTORY of EUROPE from 1453 A.D
C. Abdul Hakeem College (Autonomous), Melvisharam. Syllabus for B.A., History effective from the year 2020-2021 Year: III Year Subject Code: U18MHS501 Semester: V Major - 9 Title: HISTORY OF EUROPE FROM 1453 A.D. TO A.D.1815. Credits: 5 Max. Marks. 75 Learning Objectives To know the Importance of Renaissance. To acquire Knowledge about the Discovery of new Sea Routes by the Europeans To Understand the Features of Benevolent Despotism To Analyze the Causes of French Revolution. Course Outcome CO Upon Completion of this Course the students will be able to CO -1 Identify the Social Changes, Literary Development, Scientific Discoveries and Religious Reforms During the Period of Renaissance and assess their impact on Society. CO-2 Develop the Skill to prepare and use appropriate teaching aids like Maps, Charts and Diagrams. CO-3 Discuss the rise of Nation States and end of Religious War. CO-4 Develop the administrative knowledge and Skills from the age of Benevolent Despotism. Describe the French Revolution helped to Create the Idea of Nationalism and the Concept of Unification UNIT-I The Renaissance and Reformation Movements in Europe. Fall of Constantinople – Factors responsible for the spread of Renaissance in Italy - England, Spain and France – Reformation in Germany, England, France and Switzerland - Counter Reformation – Council of Trent - Inquisition – Ignatius Loyola. C. Abdul Hakeem College (Autonomous), Melvisharam. UNIT-II Colonial Expansion in the 15th and 16th Centuries. Geographical Discoveries of Portugal and Spain - Prince Henry - Christopher Columbus - Vasco-da-Gama – Impact of the Geographical Discoveries - New scientific Inventions –Mariner’s Compass – Spinning Jenny – Gun powder.