The Rise of the Other Backward Classes in the Hindi Belt
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India Postpoll NES 2019-Survey Findings
All India Postpoll NES 2019-Survey Findings Q1: In whatever financial condition you are placed today, on the whole are you satisfied or dissatisfied with it? N (%) 1: Fully satisfied 4937 20.4 2: Somewhat satisfied 11253 46.4 3: Somewhat dissatisfied 3777 15.6 4: Fully dissatisfied 3615 14.9 7: Can't say 428 1.8 8: No response 225 .9 Total 24235 100.0 Q2: As compared to five years ago, how is the economic condition of your household today – would you say it has become much better, better, remained same, become worse or much worse? N (%) 1: Much better 2280 9.4 2: Better 7827 32.3 3: Remained Same 10339 42.7 4: Worse 2446 10.1 5: Much worse 978 4.0 7: Can't say 205 .8 8: No response 159 .7 Total 24235 100.0 Q3: Many people talk about class nowadays, and use terms such as lower class, middle class or upper class. In your opinion, compared to other households, the household you live in currently belongs to which class? N (%) 1: Lower class 5933 24.5 2: Middle class 13459 55.5 3: Upper Class 1147 4.7 6: Poor class 1741 7.2 CSDS, LOKNITI, DELHI Page 1 All India Postpoll NES 2019-Survey Findings 7: Can't say 254 1.0 8: No response 1701 7.0 Total 24235 100.0 Q4: From where or which medium do you mostly get news on politics? N (%) 01: Television/TV news channel 11841 48.9 02: Newspapers 2365 9.8 03: Radio 247 1.0 04: Internet/Online news websites 361 1.5 05: Social media (in general) 400 1.7 06: Facebook 78 .3 07: Twitter 59 .2 08: Whatsapp 99 .4 09: Instagram 19 .1 10: Youtube 55 .2 11: Mobile phone 453 1.9 12: Friends/neighbours 695 2.9 13: -
Honorificity, Indexicality and Their Interaction in Magahi
SPEAKER AND ADDRESSEE IN NATURAL LANGUAGE: HONORIFICITY, INDEXICALITY AND THEIR INTERACTION IN MAGAHI BY DEEPAK ALOK A dissertation submitted to the School of Graduate Studies Rutgers, The State University of New Jersey In partial fulfillment of the requirements For the degree of Doctor of Philosophy Graduate Program in Linguistics Written under the direction of Mark Baker and Veneeta Dayal and approved by New Brunswick, New Jersey October, 2020 ABSTRACT OF THE DISSERTATION Speaker and Addressee in Natural Language: Honorificity, Indexicality and their Interaction in Magahi By Deepak Alok Dissertation Director: Mark Baker and Veneeta Dayal Natural language uses first and second person pronouns to refer to the speaker and addressee. This dissertation takes as its starting point the view that speaker and addressee are also implicated in sentences that do not have such pronouns (Speas and Tenny 2003). It investigates two linguistic phenomena: honorification and indexical shift, and the interactions between them, andshow that these discourse participants have an important role to play. The investigation is based on Magahi, an Eastern Indo-Aryan language spoken mainly in the state of Bihar (India), where these phenomena manifest themselves in ways not previously attested in the literature. The phenomena are analyzed based on the native speaker judgements of the author along with judgements of one more native speaker, and sometimes with others as the occasion has presented itself. Magahi shows a rich honorification system (the encoding of “social status” in grammar) along several interrelated dimensions. Not only 2nd person pronouns but 3rd person pronouns also morphologically mark the honorificity of the referent with respect to the speaker. -
Explaining Hindu and Muslim Literacy Differences in Colonial India
Reading, Writing, and Religion: Explaining Hindu and Muslim Literacy Differences in Colonial India Latika Chaudhary Jared Rubin Economics Fellow Assistant Professor Stanford University California State University, Fullerton [email protected] [email protected] First Draft: March 20, 2009 Preliminary: Please do not cite without authors’ permission. Abstract In this paper, we analyze the factors underlying differences in Hindu and Muslim literacy rates in colonial India. Using a novel data set, we find the striking result that Muslim literacy is strongly and negatively correlated with the proportion of Muslims in the district. We then econometrically test three potential hypotheses to account for this result: the presence of lower returns to education for Muslims in Muslim-dominant districts; colonial education policies interacting with local preferences to stifle the development of primary schools; a “legacy of dependence” between religious and political authorities in districts formerly ruled by Muslim emperors, entailing significant power for Muslim scholars, many of whom encouraged Qur’an memorization rather than literacy. INTRODUCTION Human capital is often linked with higher income per-capita, greater worker productivity, higher life expectancy, and other factors positively associated with economic growth and development (see Schultz 1983, Dreze and Sen 1998 among others). Despite the social and private benefits of education, several countries, religions, and social groups have experienced significant hurdles in trying to increase their level of schooling.1 In this paper, we analyze historical differences in educational attainment between Hindus and Muslims in British India and explore a variety of socio-economic explanations to account for the differential patterns of human capital accumulation observed across the two groups. -
Politicians in the World's Largest Democracy Make Light of Rape
بسم هللا الرحمن الرحيم Politicians in the World’s Largest Democracy Make Light of Rape - Raising the Question: How can Any Woman have Trust in the Secular System to Protect their Dignity? On Tuesday 1st July, the media reported on statements by the Indian MP Tapas Pal from the Trinamool Congress Party, who threatened rape of female relatives of a rival political party. The outrageous remarks were made at an address to followers and were caught on video. Trinamool Congress is the 4th largest party in the Indian parliament and rules over the state of West Bengal. This is just the latest of a series of derogatory, insensitive comments made by Indian politicians from various parties regarding rape. In April, Mulayam Singh Yadav, leader of the Samajwadi Party which rules India’s biggest state, Utter Pradesh where there has been a spate of sexual attacks on women in recent times, said regarding these crimes, “Boys will be boys. They commit mistakes... Should they be hanged for rape?” This June, Chhattisgarh State Minister for Law and Order, Ramsevak Paikra who is from the national ruling party, the BJP suggested that rapes do not happen on purpose but accidentally. A few days after Paikra’s comments, and just a week after the horrific gang-rape and murder of two young girls in Utter Pradesh, Babulal Gaur, Home Minister of Madhya Pradesh state and also a member of the BJP shamefully remarked that rape is, “sometimes right and sometimes wrong”. Such sickening remarks are being made by lawmakers in a country where there is currently an epidemic of sexual violence against women. -
Toxic Lunch in Bhopal and Chemical Publics
Article Science, Technology, & Human Values 2016, Vol. 41(5) 849-875 ª The Author(s) 2016 Toxic Lunch in Bhopal Reprints and permission: sagepub.com/journalsPermissions.nav DOI: 10.1177/0162243916645196 and Chemical Publics sthv.sagepub.com Rahul Mukherjee1 Abstract On November 28, 2009, as part of events marking the twenty-fifth anni- versary of the disaster at the Union Carbide plant in Bhopal, gas survivors protested the contents of the report prepared by government scientists that mocked their complaints about contamination. The survivors shifted from the scientific document to a mediated lunch invitation performance, purporting to serve the same chemicals as food that the report had categorized as having no toxic effects. I argue that the lunch spread, consisting of soil and water from the pesticide plant, explicitly front-staged and highlighted the survivor’s forced intimate relationship with such chemicals, in order to reshape public perception of risks from toxins. Chemical matter like sevin tar and naphthol tar bound politicians, scien- tists, corporations, affected communities, and activists together, as these stakeholders debated the potential effects of toxic substances. This gave rise to an issue-based ‘‘chemical public.’’ Borrowing from such theoretical concepts as ‘‘ontologically heterogeneous publics’’ and ‘‘agential realism,’’ I track the existing and emerging publics related to the disaster and the campaigns led by the International Campaign for Justice in Bhopal advocacy group. 1University of Pennsylvania, Philadelphia, -
Copyright by Mohammad Raisur Rahman 2008
Copyright by Mohammad Raisur Rahman 2008 The Dissertation Committee for Mohammad Raisur Rahman certifies that this is the approved version of the following dissertation: Islam, Modernity, and Educated Muslims: A History of Qasbahs in Colonial India Committee: _____________________________________ Gail Minault, Supervisor _____________________________________ Cynthia M. Talbot _____________________________________ Denise A. Spellberg _____________________________________ Michael H. Fisher _____________________________________ Syed Akbar Hyder Islam, Modernity, and Educated Muslims: A History of Qasbahs in Colonial India by Mohammad Raisur Rahman, B.A. Honors; M.A.; M.Phil. Dissertation Presented to the Faculty of the Graduate School of The University of Texas at Austin in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy The University of Texas at Austin August 2008 Dedication This dissertation is dedicated to the fond memories of my parents, Najma Bano and Azizur Rahman, and to Kulsum Acknowledgements Many people have assisted me in the completion of this project. This work could not have taken its current shape in the absence of their contributions. I thank them all. First and foremost, I owe my greatest debt of gratitude to my advisor Gail Minault for her guidance and assistance. I am grateful for her useful comments, sharp criticisms, and invaluable suggestions on the earlier drafts, and for her constant encouragement, support, and generous time throughout my doctoral work. I must add that it was her path breaking scholarship in South Asian Islam that inspired me to come to Austin, Texas all the way from New Delhi, India. While it brought me an opportunity to work under her supervision, I benefited myself further at the prospect of working with some of the finest scholars and excellent human beings I have ever known. -
Minority Languages in India
Thomas Benedikter Minority Languages in India An appraisal of the linguistic rights of minorities in India ---------------------------- EURASIA-Net Europe-South Asia Exchange on Supranational (Regional) Policies and Instruments for the Promotion of Human Rights and the Management of Minority Issues 2 Linguistic minorities in India An appraisal of the linguistic rights of minorities in India Bozen/Bolzano, March 2013 This study was originally written for the European Academy of Bolzano/Bozen (EURAC), Institute for Minority Rights, in the frame of the project Europe-South Asia Exchange on Supranational (Regional) Policies and Instruments for the Promotion of Human Rights and the Management of Minority Issues (EURASIA-Net). The publication is based on extensive research in eight Indian States, with the support of the European Academy of Bozen/Bolzano and the Mahanirban Calcutta Research Group, Kolkata. EURASIA-Net Partners Accademia Europea Bolzano/Europäische Akademie Bozen (EURAC) – Bolzano/Bozen (Italy) Brunel University – West London (UK) Johann Wolfgang Goethe-Universität – Frankfurt am Main (Germany) Mahanirban Calcutta Research Group (India) South Asian Forum for Human Rights (Nepal) Democratic Commission of Human Development (Pakistan), and University of Dhaka (Bangladesh) Edited by © Thomas Benedikter 2013 Rights and permissions Copying and/or transmitting parts of this work without prior permission, may be a violation of applicable law. The publishers encourage dissemination of this publication and would be happy to grant permission. -
The British Learning of Hindustani
The British Learning of Hindustani Tariq Rahman The British considered Hindustani, an urban language of north India, the lingua franca of the whole country. They associated it with (easy) Urdu and not modern, or Sanskritized, Hindi. They learned it to exercise power and, because of that, were not careful of mastering the polite usages of the language or its grammar. The British perceptions of the language spread it widely throughout India, especially the urban areas, making it much more widespread than it was when they had arrived. Moreover, their tilt towards Urdu associated it with the Muslims and the language was officially discarded in favour of Hindi in India after independence. The literature of Anglo-India (used here in the earlier sense for the British in India and not for those born of marriages between Europeans and Indians as it came to be understood later) is full of words from Hindustani (also called Urdu by some authors). Rudyard Kipling (1865-1936) can hardly be enjoyed unless one is provided with a glossary of these words and even then the authenticity of the experience of the raj is lost in the translation and the interpretation. Many of those who had been in India used words of Hindustani as an identity marker. According to Ivor Lewis, author of a dictionary of Anglo-Indian words: They [the Hindustani words] could not have been much used except (with fading relevance) among a declining number of 20 Pakistan Vision Vol. 8 No. 2 retired Anglo-Indians in the evening of their lives spent in their salubrious English compounds and cantonments. -
Mapping India's Language and Mother Tongue Diversity and Its
Mapping India’s Language and Mother Tongue Diversity and its Exclusion in the Indian Census Dr. Shivakumar Jolad1 and Aayush Agarwal2 1FLAME University, Lavale, Pune, India 2Centre for Social and Behavioural Change, Ashoka University, New Delhi, India Abstract In this article, we critique the process of linguistic data enumeration and classification by the Census of India. We map out inclusion and exclusion under Scheduled and non-Scheduled languages and their mother tongues and their representation in state bureaucracies, the judiciary, and education. We highlight that Census classification leads to delegitimization of ‘mother tongues’ that deserve the status of language and official recognition by the state. We argue that the blanket exclusion of languages and mother tongues based on numerical thresholds disregards the languages of about 18.7 million speakers in India. We compute and map the Linguistic Diversity Index of India at the national and state levels and show that the exclusion of mother tongues undermines the linguistic diversity of states. We show that the Hindi belt shows the maximum divergence in Language and Mother Tongue Diversity. We stress the need for India to officially acknowledge the linguistic diversity of states and make the Census classification and enumeration to reflect the true Linguistic diversity. Introduction India and the Indian subcontinent have long been known for their rich diversity in languages and cultures which had baffled travelers, invaders, and colonizers. Amir Khusru, Sufi poet and scholar of the 13th century, wrote about the diversity of languages in Northern India from Sindhi, Punjabi, and Gujarati to Telugu and Bengali (Grierson, 1903-27, vol. -
1.How Many People Died in the Earthquake in Lisbon, Portugal? A
www.sarkariresults.io 1.How many people died in the earthquake in Lisbon, Portugal? A. 40,000 B. 100,000 C. 50,000 D. 500,000 2. When was Congress of Vienna opened? A. 1814 B. 1817 C. 1805 D. 1810 3. Which country was defeated in the Napoleonic Wars? A. Germany B. Italy C. Belgium D. France 4. When was the Vaccine for diphtheria founded? A. 1928 B. 1840 C. 1894 D. 1968 5. When did scientists detect evidence of light from the universe’s first stars? A. 2012 B. 2017 C. 1896 D. 1926 6. India will export excess ___________? A. urad dal B. moong dal C. wheat D. rice 7. BJP will kick off it’s 75-day ‘Parivartan Yatra‘ in? A. Karnataka B. Himachal Pradesh C. Gujrat D. Punjab 8. Which Indian Footwear company opened it’s IPO for public subscription? A. Paragon B. Lancer C. Khadim’s D. Bata Note: The Information Provided here is only for reference. It May vary the Original. www.sarkariresults.io 9. Who was appointed as the Consul General of Korea? A. Narayan Murthy B. Suresh Chukkapalli C. Aziz Premji D. Prashanth Iyer 10. Vikas Seth was appointed as the CEO of? A. LIC of India B. Birla Sun Life Insurance C. Bharathi AXA Life Insurance D. HDFC 11. Who is the Chief Minister of Madhya Pradesh? A. Babulal gaur B. Shivraj Singh Chouhan C. Digvijaya Singh D. Uma Bharati 12. Who is the Railway Minister of India? A. Piyush Goyal B. Dr. Harshvardhan C. Suresh Prabhu D. Ananth Kumar Hegade 13. -
Languages of New York State Is Designed As a Resource for All Education Professionals, but with Particular Consideration to Those Who Work with Bilingual1 Students
TTHE LLANGUAGES OF NNEW YYORK SSTATE:: A CUNY-NYSIEB GUIDE FOR EDUCATORS LUISANGELYN MOLINA, GRADE 9 ALEXANDER FFUNK This guide was developed by CUNY-NYSIEB, a collaborative project of the Research Institute for the Study of Language in Urban Society (RISLUS) and the Ph.D. Program in Urban Education at the Graduate Center, The City University of New York, and funded by the New York State Education Department. The guide was written under the direction of CUNY-NYSIEB's Project Director, Nelson Flores, and the Principal Investigators of the project: Ricardo Otheguy, Ofelia García and Kate Menken. For more information about CUNY-NYSIEB, visit www.cuny-nysieb.org. Published in 2012 by CUNY-NYSIEB, The Graduate Center, The City University of New York, 365 Fifth Avenue, NY, NY 10016. [email protected]. ABOUT THE AUTHOR Alexander Funk has a Bachelor of Arts in music and English from Yale University, and is a doctoral student in linguistics at the CUNY Graduate Center, where his theoretical research focuses on the semantics and syntax of a phenomenon known as ‘non-intersective modification.’ He has taught for several years in the Department of English at Hunter College and the Department of Linguistics and Communications Disorders at Queens College, and has served on the research staff for the Long-Term English Language Learner Project headed by Kate Menken, as well as on the development team for CUNY’s nascent Institute for Language Education in Transcultural Context. Prior to his graduate studies, Mr. Funk worked for nearly a decade in education: as an ESL instructor and teacher trainer in New York City, and as a gym, math and English teacher in Barcelona. -
Madhya Pradesh Prepoll 2013-Findings
Madhya Pradesh Prepoll 2013- Findings Q1: In the next few weeks, assembly elections are going to be held in Madhya Pradesh. Have you heard about them? N (%) 1: No 176 6.1 2: Yes 2694 93.9 Total 2870 100.0 Q2: Will you vote in the coming assembly elections? N (%) 1: No 78 2.7 2: Yes 2580 89.9 8: Don't know/Can't say/No response 212 7.4 Total 2870 100.0 a: (If yes in Q2 ) Will you definitely vote in any condition or is it possible that you may not be able to vote for some reason? N (%) Valid (%) Valid 1: Definitely vote 1436 50.0 55.7 2: Might not vote for some reason 595 20.7 23.1 8: Don't know/Can't say 549 19.1 21.3 Total 2580 89.9 100.0 Missing 9: N.A. 290 10.1 Total 2870 100.0 Q3: If Assembly elections are held tomorrow which party will you vote for? N (%) Valid (%) Valid 01: Congress 909 31.7 33.0 02: BJP 1211 42.2 44.0 03: BSP 193 6.7 7.0 04: CPI (M) 61 2.1 2.2 06: NCP 17 .6 .6 07: JD(U) 17 .6 .6 Lokniti-Centre for the Study of Developing Societies, CSDS Page 1 Madhya Pradesh Prepoll 2013- Findings N (%) Valid (%) 08: SP 314 11.0 11.4 97: Other Smaller party 33 1.2 1.2 Total 2755 96.0 100.0 Missing 98: Can't Say/Don't know 114 4.0 99: Refused/Blank 1 .0 Total 115 4.0 Total 2870 100.0 a: (If voted in Q3 ) The party for which you just voted, are you going to vote for the same on the day of voting or your decision may get changed once the candidates are announced? N (%) Valid (%) Valid 1: Vote for the same party 1602 55.8 55.9 2: May change after seeing candidates 455 15.8 15.9 8: DK/CS/NR 811 28.2 28.3 Total 2867 99.9 100.0 Missing 9: N.A.