Iyothee Thass and Depressed Class Intellectuals's Print and Press Media in Liberation Struggle in Tamil Nadu
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3.029 Peer Reviewed & Indexed Journal IJMSRR E- ISSN
Research Paper IJMSRR Impact Factor: 3.029 E- ISSN - 2349-6746 Peer Reviewed & Indexed Journal ISSN -2349-6738 DALITS IN TRADITIONAL TAMIL SOCIETY K. Manikandan Sadakathullah Appa College, Tirunelveli. Introduction ‘Dalits in Traditional Tamil Society’, highlights the classification of dalits, their numerical strength, the different names of the dalits in various regions, explanation of the concept of the dalit, origin of the dalits and the practice of untouchabilty, the application of distinguished criteria for the dalits and caste-Hindus, identification of sub-divisions amongst the dalits, namely, Chakkiliyas, Kuravas, Nayadis, Pallars, Paraiahs and Valluvas, and the major dalit communities in the Tamil Country, namely, Paraiahs, Pallas, Valluvas, Chakkilias or Arundathiyars, the usage of the word ‘depressed classes’ by the British officials to denote all the dalits, the usage of the word ‘Scheduled Castes’ to denote 86 low caste communities as per the Indian Council Act of 1935, Gandhi’s usage of the word ‘Harijan’ to denote the dalits, M.C. Rajah’s opposition of the usage of the word ‘Harijan’, the usage of the term ‘Adi-Darvida’ to denote the dalits of the Tamil Country, the distribution of the four major dalit communities in the Tamil Country, the strength of the dalits in the 1921 Census, a brief sketch about the condition of the dalits in the past, the touch of the Christian missionaries on the dalits of the Tamil Country, the agrestic slavery of the dalits in the modern Tamil Country, the patterns of land control, the issue of agrestic servitude of dalits, the link of economic and social developments with the changing agrarian structure and the subsequent profound impact on the lives of the Dalits and the constructed ideas of native super-ordination and subordination which placed the dalits at the mercy of the dominant communities in Tamil Society’. -
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. -
Contested Past. Anti-Brahmanical and Hindu
<TARGET "ber1" DOCINFO AUTHOR "Michael Bergunder"TITLE "Contested Past"SUBJECT "Historiographia Linguistica 31:1 (2004)"KEYWORDS ""SIZE HEIGHT "240"WIDTH "160"VOFFSET "2"> Contested Past Anti-Brahmanical and Hindu nationalist reconstructions of Indian prehistory* Michael Bergunder Universität Heidelberg 1. Orientalism When Sir William Jones proposed, in his famous third presidential address before the Asiatick Society in 1786, the thesis that the Sanskrit language was related to the classical European languages, Greek and Latin, and indeed to Gothic, Celtic and Persian, this was later received not only as a milestone in the history of linguistics. This newly found linguistic relationship represented at the same time the most important theoretical foundation on which European Orientalists reconstructed a pre-history of South Asia, the main elements of which achieved general recognition in the second half of the 19th century. According to this reconstruction, around the middle of the second millenium BCE, Indo-European tribes who called themselves a¯rya (Aryans) migrated from the north into India where they progressively usurped the indigenous popula- tion and became the new ruling class. In colonial India this so-called “Aryan migration theory” met with an astonishing and diverse reception within the identity-forming discourses of different people groups. The reconstruction of an epoch lying almost three to four thousand years in the past metamorphosed, in the words of Jan Assman, into an ‘internalized past’, that is, through an act of semioticization the Aryan migration was transformed into a ‘hot memory’ in Levi-Strauss’s sense, and thereby into a ‘founding history, i.e. a myth’ (Assman 1992:75–77). -
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 -
Revivals of Ancient Religious Traditions in Modern India: Sāṃkhyayoga And
Revivals of ancient religious traditions in modern India: S khyayoga and Buddhism āṃ KNUT A. JACOBSEN University of Bergen Abstract The article compares the early stages of the revivals of S khyayoga and Buddhism in modern India. A similarity of S khyayoga and Buddhism was that both had disappeared from India andāṃ were re- vived in the modern period, partly based on Orientalistāṃ discoveries and writings and on the availability of printed books and publishers. Printed books provided knowledge of ancient traditions and made re-establishment possible and printed books provided a vehicle for promoting the new teachings. The article argues that absence of com- munities in India identified with these traditions at the time meant that these traditions were available as identities to be claimed. Keywords: Sāṃkhya, Yoga, Hariharānanda Āraṇya, Navayana Buddhism, Bhimrao Ramji Ambedkar In the late nineteenth and twentieth centuries both S khyayoga and Indian Buddhism were revived in India. In this paper I compare and contrast these revivals, and suggest why they happened. S khyayogaāṃ and Buddhism had mainly disappeared as living traditions from the central parts of India before the modern period and their absence openedāṃ them to the claims of various groups. The only living S khyayoga monastic tradition in India based on the Pātañjalayogaśāstra, the K pil Ma h tradition founded by Harihar nanda ya (1869–1947), wasāṃ a late nineteenth-century re-establishment (Jacob- sen 2018). There were no monasticā ṭ institutions of S khyayoga saṃānyāsins basedĀraṇ on the Pātañjalayogaśāstra in India in 1892, when ya became a saṃnyāsin, and his encounter with the teachingāṃ of S mkhyayoga was primarily through a textual tradition (Jacobsen 2018). -
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. -
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. -
Economic and Political Change and Caste Relations in Tamil Nadu Early in the 21St Century
Privilege in Dispute: Economic and Political Change and Caste Relations in Tamil Nadu Early in the 21st Century John Harriss Simons Papers in Security and Development No. 44/2014 | September 2015 Simons Papers in Security and Development No. 44/2015 2 The Simons Papers in Security and Development are edited and published at the School for International Studies, Simon Fraser University. The papers serve to disseminate research work in progress by the School’s faculty and associated and visiting scholars. Our aim is to encourage the exchange of ideas and academic debate. Inclusion of a paper in the series should not limit subsequent publication in any other venue. All papers can be downloaded free of charge from our website, www.sfu.ca/internationalstudies. The series is supported by the Simons Foundation. Series editor: Jeffrey T. Checkel Managing editor: Martha Snodgrass Harriss, John, Privilege in Dispute: Economic and Political Change and Caste Relations in Tamil Nadu Early in the 21st Century, Simons Papers in Security and Development, No. 44/2015, School for International Studies, Simon Fraser University, Vancouver, September 2015. ISSN 1922-5725 Copyright remains with the author. Reproduction for other purposes than personal research, whether in hard copy or electronically, requires the consent of the author(s). If cited or quoted, reference should be made to the full name of the author(s), the title, the working paper number and year, and the publisher. Copyright for this issue: John Harriss, jharriss(at)sfu.ca. School for International Studies Simon Fraser University Suite 7200 - 515 West Hastings Street Vancouver, BC Canada V6B 5K3 Privilege in Dispute: Caste Relations in Tamil Nadu 3 Privilege in Dispute: Economic and Political Change and Caste Relations in Tamil Nadu Early in the 21st Century Simons Papers in Security and Development No. -
Master of Philosophy in History
MASTER OF PHILOSOPHY IN HISTORY SYLLABUS - 2007-09 ST. JOSEPH’S COLLEGE (AUTONOMOUS) (Nationally Reaccredited with A+ Grade / College with Potential for Excellence) TIRUCHIRAPPALLI - 620 002 TAMIL NADU, INDIA 2 ST. JOSEPH’S COLLEGE (AUTONOMOUS), TIRUCHIRAPPALLI - 620 002 DEGREE OF MASTER OF PHILOSOPHY (M. PHIL.) FULL TIME - AUTONOMOUS REGULATIONS GUIDELINES 1. ELIGIBILITY A Candidate who has qualified for the Master’s Degree in any Faculty of this University or of any other University recognized by the University as equivalent there to (including old Regulations of any University) subject to such conditions as may be prescribed therefore shall be eligible to register for the Degree of Master of Philosophy (M.Phil.) and undergo the prescribed course of study in a Department concerned. A candidate who has qualified for Master’s degree (through regular study / Distance Education mode / Open University System) with not less than 55% of marks in the concerned subject in any faculty of this university or any other university recognized by Bharathidasan University, shall be eligible to register for M.Phil. SC / ST candidates are exempted by 5% from the prescribed minimum marks. 2. DURATION The duration of the M.Phil. course shall be of one year consisting of two semesters for the full-time programme. 3. COURSE OF STUDY The course of study shall consist of Part - I : 3 Written Papers Part - II : 1 Written Paper and Dissertation. The three papers under Part I shall be : Paper I : Research Methodology Paper II : Advanced / General Paper in the Subject Paper III : Advanced Paper in the subject Paper I to III shall be common to all candidates in a course.