UNIT 8 DALIT MOVEMENTS* Dalit Movements
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1. Details of Module and Its Structure 2. Development Team
1. Details of Module and its Structure Module Detail Subject Name Sociology Paper Name Sociology of India Module Name/Title Non Brahmin Approach: Mahatma Phule Pre-requisites Basic thoughts about caste system in India, low caste protest in nineteenth century western India, religion and society under early British rule in India. Objectives To introduce the students to the non-brahmanical approach. To familiarize students with the contribution of Mahatma Phule To acquaint the students with the perspectives of Mahatma Jyotirao Phule. Keywords Brahmanism, caste, peasant oppression, non brahmanical approach, varna, women oppression, dichotomy, caste conflict. 2. Development Team Role Name Affiliation Principal Investigator Sujata Patel Professor, Department of Sociology, University of Hyderabad Paper Coordinator Anurekha Chari Wagh Assistant Professor, Department of Sociology, Savitribai Phule Pune Univiersity Content Writer/Author Deepti Gokhale Oak Assistant Lecturer, St. Bishop’s Junior (CW) College, Camp, Pune Content Reviewer (CR) Anurekha Chari Wagh Assistant Professor, Department of Sociology, Savitribai Phule Pune Univiersity Language Editor (LE) Erika Mascarenas Senior English Teacher, Kendriya Vidyalaya, Pune Table of Contents: 1. Introduction 2. Section One: Understanding Nineteenth Century: Mahatma Phule, 3. Section Two: Dharma and Caste: Mahatma Phule, 4. Section Three: Women and Education: Philosophy of Mahatma Phule, 5. Section Four: Agriculture and Peasants: Mahatma Phule, 6. Section Five: Satyashodhak Samaj and Non-Brahmin -
Question Bank Mcqs TYBA Political Science Semester V 2019-20 Paper-6 Politics of Modern Maharashtra
Question Bank MCQs TYBA Political Science Semester V 2019-20 Paper-6 Politics of Modern Maharashtra 1. Who founded the SNDT University for women in 1916? a) M.G.Ranade b) Dhondo Keshav Karve c) Gopal Krishna Gokhale d) Bal Gangadhar Tilak 2. Who was associated with the Satyashodhak Samaj? a) Sri Narayan Guru b) Jyotirao Phule c) Dr. B. R. Ambedkar d) E.V. Ramaswamy Naicker 3. When was the Indian National Congress established? a) 1875 b) 1885 c) 1905 d) 1947 4. Which Marathi newspaper was published by Bal Gangadhar Tilak a) Kesari b) Poona Vaibhav c) Sakal d) Darpan 5. Which day is celebrated as the Maharashtra Day? a) 12th January b) 14th April c) 1st May d) 2nd October 6. Under whose leadership Samyukta Maharashtra Samiti was founded? a) Keshavrao Jedhe b) S. A. Sange c) Uddhavrao Patil d) Narayan Ganesh Gore 7. When did the Bilingual Bombay State come into existence? a) 1960 b) 1962 c) 1956 d) 1947 8. Which one of the following city comes under Vidarbha region? a) Nagpur b) Poona c) Aurangabad d) Raigad 9. Till 1948 Marathwada region was part of which of the following? a) Central Province and Berar b) Bombay State c) Hyderabad State d) Junagad 10. Dandekar Committee dealt with which of the following issues? a) Maharashtra’s Educational policy b) The problem of imbalance in development between different regions of Maharashtra c) Trade and commerce policy of Maharashtra d) Agricultural policy 11. Which one of the following is known as the financial capital of India? a) Pune b) Mumbai c) Nagpur d) Aurangabad 12. -
Chapter 1, Version A
INCLUSIVE EDUCATION AND SCHOOL REFORM IN POSTCOLONIAL INDIA Mousumi Mukherjee MA, MPhil, Calcutta University; MA Loyola University Chicago; EdM University of Illinois, Urbana-Champaign Submitted in total fulfilment of the requirements for the degree of Doctor of Philosophy Education Policy and Leadership Melbourne Graduate School of Education University of Melbourne [5 June 2015] Keywords Inclusive Education, Equity, Democratic School Reform, Girls’ Education, Missionary Education, Postcolonial theory, Globalization, Development Inclusive Education and School Reform in Postcolonial India i Abstract Over the past two decades, a converging discourse has emerged around the world concerning the importance of socially inclusive education. In India, the idea of inclusive education is not new, and is consistent with the key principles underpinning the Indian constitution. It has been promoted by a number of educational thinkers of modern India such as Vivekananda, Aurobindo, Gandhi, Ambedkar, Azad and Tagore. However, the idea of inclusive education has been unevenly and inadequately implemented in Indian schools, which have remained largely socially segregated. There are of course major exceptions, with some schools valiantly seeking to realize social inclusion. One such school is in Kolkata, which has been nationally and globally celebrated as an example of best practice. The main aim of this thesis is to examine the initiative of inclusive educational reform that this school represents. It analyses the school’s understanding of inclusive education; provides an account of how the school promoted its achievements, not only within its own community but also around the world; and critically assesses the extent to which the initiatives are sustainable in the long term. -
Mahatma Jyotiba Phule & Bharatratna Dr. Babasaheb Ambedkar Jayanti
Mahatma Jyotiba Phule & Bharatratna Dr. Babasaheb Ambedkar Jayanti Saptah. Programme Schedule Day 1 09th April,2013 Inauguration by exhibition of rare collection of 09.30 a.m. Mahatma Phule and Dr. B. R. Ambedkar books and belongings Marshall Hall, J. N. Library Chief Guest Dr. S. Parasuraman Director, Tata Institute of Social Science Presided over by Dr. Rajan Welukar, Vice‐Chancellor 02.00 – 05.30 Seminar by Students. Chairman Dr. B. L. Jadhav “Ambedkarism and Dalit Movement: A Trajectory for Future” Venue: Marshall Hall, J. N. Library Day 2 10th April,2013 Awareness programme at Jawhar, 10.00 a.m. Gokhale College of Arts, Science and Comm., Jawhar, Dist.Thane On University, UGC and Government Schemes for development of students. 06.00p.m. onwards Play “Shivaji Underground in Bhimnagar Mohalla” at Phirozeshah Mehta Bhavan, Department of Civics and Politics, Vidyanagari, Kalina. Day 3 11th April,2013 Visit‐1 Mahatma Phule Wada, Bhide Wada and Kranti Stambha Pune. Visit‐2 Chavdar Tale and Dr. Babasaheb Ambedkar National Monument and Ambadave, Mandangad. Day 4 12th April,2013 Seminar “Percepts of Social Justice and Empowerment” 09.30 – 02.00 Chairman Dr. P. G. Jogdand, Dean, Faculty of Arts. Venue: ICSSR Conference Hall, J. P. Naik Bhavan. Speakers 1. Dr. Suresh Mane Role of Educated and Intellectuals in Phule Ambedkar Movement and Challenges Ahead. 2. Dr. Umesh Bagade Negotiating Hegemonic Knowledge for Emancipation: Role of Mahatma Jyotirao Phule 3. Dr. Javed Anand Communalism; A Human Rights Challenge 4. Dr. Kanchan Mahadevan Thinking Respect 5. Dr. Ramesh Kamble Attrocities, Civil Society and the State. 03.00 – 05.00 Seminar by Administrative Staff of the University Venue: ICSSR, J. -
Raja Ram Mohan Roy (1772 — 1833)
UNIT – II SOCIAL THINKERS RAJA RAM MOHAN ROY (1772 — 1833) Introduction: Raja Ram Mohan Roy was a great socio-religious reformer. He was born in a Brahmin family on 10th May, 1772 at Radhanagar, in Hoogly district of Bengal (now West Bengal). Ramakanto Roy was his father. His mother’s name was Tarini. He was one of the key personalities of “Bengal Renaissance”. He is known as the “Father of Indian Renaissance”. He re- introduced the Vedic philosophies, particularly the Vedanta from the ancient Hindu texts of Upanishads. He made a successful attempt to modernize the Indian society. Life Raja Ram Mohan Roy was born on 22 May 1772 in an orthodox Brahman family at Radhanagar in Bengal. Ram Mohan Roy’s early education included the study of Persian and Arabic at Patna where he read the Quran, the works of Sufi mystic poets and the Arabic translation of the works of Plato and Aristotle. In Benaras, he studied Sanskrit and read Vedas and Upnishads. Returning to his village, at the age of sixteen, he wrote a rational critique of Hindu idol worship. From 1803 to 1814, he worked for East India Company as the personal diwan first of Woodforde and then of Digby. In 1814, he resigned from his job and moved to Calcutta in order to devote his life to religious, social and political reforms. In November 1930, he sailed for England to be present there to counteract the possible nullification of the Act banning Sati. Ram Mohan Roy was given the title of ‘Raja’ by the titular Mughal Emperor of Delhi, Akbar II whose grievances the former was to present 1/5 before the British king. -
An Assessment of Jotirao Phule's Approach to Hindu Social Reform
CONFRONTING CASTE AND BRAHMANISM: AN ASSESSMENT OF JOTIRAO PHULE’S APPROACH TO HINDU SOCIAL REFORM S.K. Chahal Abstract This paper examines the approach of Jotirao Govindrao Phule (1827- 1890), the foremost social reformer and thinker as well as one of the nation-builders of modern India, with regard to the issue of Hindu social reform in India. A radical social reformer of 19th-century Maharashtra, Phule visualized Hindu society free from all social inequalities based on caste, class and gender. He showed extreme concern for the suppressed and the marginalized sections of Hindu society, and started a crusade against the orthodoxy and the “slavery” it imposed upon the downtrodden sections of Hindu community for centuries. The paper is based on the proposition that Phule’s framework of Hindu social reform was radical and his movement was a sort of Hindu reformation movement. His approach to Hindu social reform appears to be altogether different from that of the “revivalist” reformers of 19th century who represented the so-called mainstream tradition of Hindu social reform in modern India. Phule came out with his own idea of the religion, i.e. Sarvajanik Satya Dharma (Universal Religion of Truth). In order to materialize his concept of “true religion”, he and his colleagues founded in 1873 Satyashodhak Samaj (society of truth seekers) in Pune. The set of principles the Samaj drew up shortly after its formation included belief in equality of all human beings, restoration of whose natural/human rights was one of its aims. Phule was more of a social revolutionary than a social reformer. -
LIVING in the MIDST of INCOMPREHENSIBLE Anjana Treesa Joseph (Mphil Scholar,Department of English,University of Calicut)
VEDA’S JOURNAL OF ENGLISH LANGUAGE AND LITERATURE (JOELL) Vol.3 Issue 3 An International Peer Reviewed Journal 2016 http://www.joell.in RESEARCH ARTICLE LIVING IN THE MIDST OF INCOMPREHENSIBLE Anjana Treesa Joseph (MPhil Scholar,Department of English,University of Calicut) ABSTRACT The issue of untouchability has been taken up by many Indian authors in fiction, poetry and even on stage. Today Dalit Studies is a major discipline of study in humanities. Unlike the whole of India, the Dalit situation in Kerala is quite different. Kerala is hailed as the literate state of India. It has a different layout in regard to the socio political currents. Even when dalit upliftment became a burning issue in the other parts of India, the image Kerala projected to the outer world was of a society where untouchability was long forgotten. Here, I am attempting a reading into the plight of the untouchables and the age old untouchability, in the Kerala context. I have used Taha Madayi’s Adiyar Teacher, which itself is a study based on the experiences of Sulochana, as basis and ground for this paper. Keywords: Dalit, Kerala, Politics, Untouchability Citation: APA Joseph,A.T. (2016) Living in the midst of incomprehensible.Veda’s Journal of English Language and Literature- JOELL, 3(3), 1-4. MLA Joseph,Anjana Treesa. “Living in the midst of incomprehensible”Veda’s Journal of English Language and Literature-JOELL 3.3(2016):1-4. © Copyright VEDA Publication Caste in India is a system of social (administrators, warriors and kings), Vaishyas stratification and goes back to Vedic period. -
Current Anthropology Wenner-Gren Symposium Current Anthropology Supplementary Issues (In Order of Appearance)
Forthcoming Current Anthropology Wenner-Gren Symposium Current Anthropology Supplementary Issues (in order of appearance) VOLUME 58 SUPPLEMENT 15 FEBRUARY 2017 Fire and the Genus Homo. Francesco Berna and Dennis Sandgathe, eds. Current Human Colonization of Asia in the Late Pleistocene. Christopher Bae, Michael Petraglia, and Katerina Douka, eds. The Anthropology of Corruption. Sarah Muir and Akhil Gupta, eds. Anthropology Previously Published Supplementary Issues Working Memory: Beyond Language and Symbolism. Thomas Wynn and THE WENNER-GREN SYMPOSIUM SERIES Frederick L. Coolidge, eds. Engaged Anthropology: Diversity and Dilemmas. Setha M. Low and February 2017 Sally Engle Merry, eds. NEW MEDIA, NEW PUBLICS? Corporate Lives: New Perspectives on the Social Life of the Corporate Form. Damani Partridge, Marina Welker, and Rebecca Hardin, eds. GUEST EDITORS: CHARLES HIRSCHKIND, MARIA JOSÉ A. DE ABREU, AND CARLO CADUFF The Origins of Agriculture: New Data, New Ideas. T. Douglas Price and Ofer Bar-Yosef, eds. New Media, New Publics? The Biological Anthropology of Living Human Populations: World Histories, Gods in the Time of Automobility National Styles, and International Networks. Susan Lindee and 58 Volume Ricardo Ventura Santos, eds. Reel Accidents: Screening the Ummah under Siege in Wartime Maluku Graduated Publics: Mediating Trance in the Age of Technical Reproduction Human Biology and the Origins of Homo. Susan Antón and Leslie C. Aiello, eds. GoPro Occupation: Networked Cameras, Israeli Military Rule, Potentiality and Humanness: Revisiting the Anthropological Object in and the Digital Promise Contemporary Biomedicine. Klaus Hoeyer and Karen-Sue Taussig, eds. The Crisis in Crisis Alternative Pathways to Complexity: Evolutionary Trajectories in the Middle Too Much Democracy in All the Wrong Places: Toward a Grammar Paleolithic and Middle Stone Age. -
Lokamanya Tilak G
LOKAMANYA TILAK G. P. PRADHAN Foreword 1. Student and Teacher 2. Dedicated Journalist and Radical Nationalist 3. Four-Point Programme for Swarajya 4. An Ordeal 5. Broad-Based Political Movement 6. Scholar and Unique Leader Index Foreword The conquest of a nation by an alien power does not mean merely the loss of political freedom; it means the loss of one’s self-confidence too. Due to economic exploitation by the ruling power, the conquered nation is deprived of its natural resources and the people lose their sense of self-respect. Slavery leads to moral degradation and it thus becomes essential to restore self-confidence in the people so that they become fearless enough to participate in the struggle for freedom. In this respect Tilak played a pioneering role in India’s freedom struggle. For nearly four decades, he directed his energies to the task of creating the consciousness in the people that swarajya was their birthright. As editor of the Kesafy he opposed the tyrannical British rule and raised his voice against the injustices perpetrated on the Indians. With Chhatrapati Shivaji as his perennial source of inspiration, Tilak appealed to the people to emulate the great Maratha warrior and revive the glorious past. During the famine of 1896, Tilak made a fervent plea that the government must provide relief to the peasants, as stipulated in the Famine Relief Code. When Lord Curzon, the Viceroy of India, partitioned Bengal, the people of Bengal were enraged. Tilak, alongwith Lala Lajpat Rai and Bipin Chandra Pal, made the issue of partition a national cause and appealed to the people to assert their rights. -
9 Women, Caste and Reform Let's Recall Question 1: What Social
CHAPTER – 9 Women, Caste and Reform Let’s Recall Question 1: What social ideas did the following people support? (i) Raja Ram Mohan Roy (ii) Dayanand Saraswati (iii) Veerasalingam Pantulu (iv) Jyotirao Phule (v) Pandita Ramabai (vi) Periyar (vii) Mumtaz Ali (viii) Ishwarchandra Vidyasagar Answer: (i) Raja Ram Mohan Roy: Ban on Sati (a) Abolition of Sati system: He focused his attention towards removing the evil practice of Sati. (b) Idolatry: He criticized idol worship by the Hindus. (c) Women Liberty: He worked to secure a place of honor for women in the Hindu society. He demanded for them the right of inheritance to property. To ensure a place of respect for women, he condemned the practice of polygamy. (d) Advocate of Western Education: He supported the study of English literature. He was a great scholar having sharp intellect in the Vedas, Upnishads, Quran, Bible and several other holy scriptures. He very well realized the importance of English language. (ii) Dayanand Saraswati: Widow remarriage (a) Widow Remarriage: Dayanand supported widow remarriage. (b) Educational Reforms: He supported the education of masses by setting up Gurukuls and Vedic schools. (c) Child marriage: He opposed the practice of child marriage. (d) Education of girls: He supported education of girls. He suggested for an educated man needs an educated woman. (e) Arya Samaj: He founded Arya Samaj which worked for the uplift and emancipation of women. (f) Shuddhi: Reconversion to Hinduism. This unique ritual was performed on those Hindus who were converted to other religion against their will. (iii) Veerasalingam Pantulu: Widow remarriage (a) Widow Remarriage: He supported widow remarriage and formed an association in the Telugu speaking areas of the Madras Presidency. -
Idea of Emancipation and Discourse on Caste in Colonial Western India (Maharashtra)
Idea of Emancipation and Discourse on Caste in Colonial Western India (Maharashtra) Santosh Pandhari Suradkar Résumé L’idée d’émancipation et les discours sur les castes dans l’Inde occidentale coloniale (Maharashtra), denière partie partie du XIXème siècle. De vifs débats sur les castes eurent lieu à la fin du 19ème siècle Maharashtra entre les nationalistes, les mouvements des castes inférieures, les missionnaires britanniques, les orientalistes et les idéologues. Aussi, cette période dans le Maharashtra peut être caractérisée comme un âge d’ouverture des masses aux idées de démocratie, de liberté, d’égalité et de fraternité. La caste a toujours été au centre de la politique moderne indienne même si cette structure du pouvoir remonte à l’Inde médiévale. La caste fut exploitée en tant que principe central dans la distribution du pouvoir et des ressources matérielles durant la période coloniale. Mais dans le même temps, le colonialisme créa un espace démocratique et moderne; néanmoins cet espace fut monopolisé par les castes supérieures. La lutte nationaliste contre le pouvoir impérial avait alors pour but d’établir l’hégémonie de classe. Les mouvements des non-brahmanes et des basses castes, actifs pendant la période coloniale, avaient deux objectifs : une plus grande mobilité de caste-classe et l’éradiction du système de caste. Celui-ci joua un rôle important dans la détermination du contenu de la mobilisation politique et l’institutionnalisation de la démocratie moderne. La dynamique de caste et de classe reste la caractéristique de la complexité de la politique indienne. Le système de caste et le patriarcat brahmanique ont toujours travaillé de concert dans le maintien du système de caste et de la distribution inégale des ressources. -
CBSE Class 12 Sociology Revision Notes Chapter-5 Pattern of Social Inequality and Exclusion
CBSE Class 12 Sociology Revision Notes Chapter-5 Pattern of Social Inequality and Exclusion Facts That Matter Social inequality Social inequality and exclusion are facts of life. The everydayness of social inequality and exclusion often make them appear inevitable, almost natural. We often think of them as being ‘deserved’ or ‘justified’ in some sense. Life chances and opportunities are not equally available to everyone. They are less for the suppressed castes. Patterns of unequal access to social resources are commonly called social inequality. Some social inequality reflects innate differences between individuals for example, their varying abilities and efforts. Social inequality is social because: They are not about individuals but about groups. Second, they are social in the sense that they are not economic, although there is usually a strong link between social and economic inequality. Third, they are systematic and structured – there is a definite pattern to social inequalities. Social resources In every society, some people have a greater share of valued resources – money, property, education, health, and power – than others. These social resources can be divided into three forms of capital Economic capital in the form of material assets and income Cultural capital such as educational qualifications and status. Social capital in the form of networks of contacts and social associations. 1 / 10 Often, these three forms of capital overlap and one can be converted into the other. For example, a person from a well-off family (economic capital) can afford expensive higher education, and so can acquire cultural or educational capital. Someone with influential relatives and friends (social capital) may – through access to good advice, recommendations or information – manage to get a well-paid job.