Gupta/Padel, Pedagogy of Assimilation
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NMML OCCASIONAL PAPER HISTORY and SOCIETY New
NMML OCCASIONAL PAPER HISTORY AND SOCIETY New Series 86 Debating Tribe and Nation: Hutton, Thakkar, Ambedkar, and Elwin (1920s-1940s) Saagar Tewari Assistant Professor, Jindal School of Liberal Arts and Humanities, O.P. Jindal Global University, Sonipat, Haryana Nehru Memorial Museum and Library 2017 © Saagar Tewari, 2017 All rights reserved. No portion of the contents may be reproduced in any form without the written permission of the author. This Occasional Paper should not be reported as representing the views of the NMML. The views expressed in this Occasional Paper are those of the author(s) and speakers and do not represent those of the NMML or NMML policy, or NMML staff, fellows, trustees, advisory groups, or any individuals or organizations that provide support to the NMML Society nor are they endorsed by NMML. Occasional Papers describe research by the author(s) and are published to elicit comments and to further debate. Questions regarding the content of individual Occasional Papers should be directed to the authors. NMML will not be liable for any civil or criminal liability arising out of the statements made herein. Published by Nehru Memorial Museum and Library Teen Murti House New Delhi-110011 e-mail: [email protected] ISBN: 978-93-84793-012 Debating Tribe and Nation: Hutton, Thakkar, Ambedkar and Elwin (1920s-1940s)1 During the period 1920-1950, an intense debate surrounded the ‘Tribal Question’, the issue of the future of tribal communities in the emergent Indian nation. This paper seeks to situate the debate historically, analysing in particular the arguments made by certain key figures involved in this discourse especially J.H. -
GUJARAT UNIVERSITY Hisotry M.A
Publication Department, Guajrat University [1] GUJARAT UNIVERSITY Hisotry M.A. Part-I Group - 'A' In Force from June 2003, Compulsory Paper-I (Historiography, Concept, Methods and Tools) (100 Marks : 80 Lectures) Unit-1 : Meaning and Scope of Hisotry (a) Meaning of History and Importance of its study. (b) Nature and Scope of History (c) Collection and selection of sources (data); evidence and its transmission; causation; and 'Historicism' Unit-2 : History and allied Disciplines (a) Archaeology; Geography; Numasmatics; Economics; Political Science; Sociology and Literature. Unit-3 : Traditions of Historical Writing (a) Greco-Roman traditions (b) Ancient Indian tradition. (c) Medieval Historiography. (d) Oxford, Romantic and Prussion schools of Historiography Unit-4 : Major Theories of Hisotry (a) Cyclical, Theological, Imperalist, Nationalist, and Marxist Unit-5 : Approaches to Historiagraphy (a) Evaluation of the contribution to Historiography of Ranke and Toynbee. (b) Assessment of the contribution to Indian Historiography of Jadunath Sarkar, G.S. Sardesai and R.C. Majumdar, D.D. Kosambi. (c) Contribution to regional Historiography of Bhagvanlal Indraji and Shri Durga Shankar Shastri. Paper-I Historiography, Concept, Methods and Tools. Suggested Readings : 1. Ashley Montagu : Toynbee and History, 1956. 2. Barnes H.E. : History of Historical Writing, 1937, 1963 3. Burg J.B. : The Ancient Greek Historians, 1909. 4. Car E.H. : What is History, 1962. 5. Cohen : The meaning of Human History, 1947, 1961. 6. Collingwood R.G. : The Idea of History, 1946. 7. Donagan Alan and Donagan Barbara : Philosophy of History, 1965 8. Dray Will Iam H : Philosophy of History, 1964. 9. Finberg H.P.R. (Ed.) : Approaches to History, 1962. -
Comm.Ttee on the Welfare of Scheduled Castes and Scheduled Tribes
SCTC No. " COMM.TTEE ON THE WELFARE OF SCHEDULED CASTES AND SCHEDULED TRIBES (FIFTH LOK SABRA) TWENTY -SIX11I REPORT MINISTRY OF HOME AFFAIRS Central Grants to Voluntary Organisations Eng.led b the Welfare of Scheduled Castes and . Scheduled Tribes. (Presented on 7th May, 1974) --- LOK SABHA SECRETARIAT NEW DELHI April I974,'Vaisakha I896 (Saka) .3./. "'3 L Price: Rs. l' 50 LIST OF AUTHORISED AGENTS FOR THE SALE OF LOK SA-BHA SECRETARIAT PUBLICATIONS SI.No. Name of Agent SL No. , Name of Agent At-.'DHRA PRADESH MAHARASHTRA 10. MIs. Sunderdas Gianchand, I. Andhra University General Cooperative 601, Girgaum Road, Stores Ltd., Waltair New Princess Street, (Visakhapatnam). BombaY-2. 2. G. R. Lakahmipaty Chetty-and Sons, II. The International Book House, (Private) Limited, General Merchants and News Agents, 6, Ash Lane, Newpet, Chandragiri, . Mahatma Gandhi Road, Bombay-!. Chittoor District. 12. The International Book'Service, ASSAM Deccan Gymkhana, Poona-4. 13. Charles Lambert & Company, 3. Western Book Depot, Pan Bazar, 10, Mahatma Gandhi Road, Gauhati. Opposite Clock Tower, Fort, Bombay. BIHAR 14. The Current Book House, Maruti Lane, 4. Amar Kitab Ghar, Post Box. 78, Raghunath Dadaji Street, Diagonal Road, Jamshedpur. BombaY-I 5. MIs. Crown Book Depot, Upper 15. Deccan Book Stall, Bazar, Rancili. Fergusson College Road, Poona-4. GUJARAT 16. M & J. Services, Publishers Representatives, Accounts & Law 6. Vijay Stores, Book Sellers, Station Road, Anand. Babri Road, Bombay-IS. MYSORE' 7. The New Order Book Company, Ellis Bridge, 17. People Book House, Ahmedabad-6. Opp, Jaganmohan Palace, Mysore. HARYANA RAJASTHAN 8. M/, .Prabhu Book Service. Ii. Information Centre, Nal Subzi Mandi, Government of Rajasthan, Gurgaon. -
1. Letter to Children of Bal Mandir
1. LETTER TO CHILDREN OF BAL MANDIR KARACHI, February 4, 1929 CHILDREN OF BAL MANDIR, The children of the Bal Mandir1are too mischievous. What kind of mischief was this that led to Hari breaking his arm? Shouldn’t there be some limit to playing pranks? Let each child give his or her reply. QUESTION TWO: Does any child still eat spices? Will those who eat them stop doing so? Those of you who have given up spices, do you feel tempted to eat them? If so, why do you feel that way? QUESTION THREE: Does any of you now make noise in the class or the kitchen? Remember that all of you have promised me that you will make no noise. In Karachi it is not so cold as they tried to frighten me by saying it would be. I am writing this letter at 4 o’clock. The post is cleared early. Reading by mistake four instead of three, I got up at three. I didn’t then feel inclined to sleep for one hour. As a result, I had one hour more for writing letters to the Udyoga Mandir2. How nice ! Blessings from BAPU From a photostat of the Gujarati: G.N. 9222 1 An infant school in the Sabarmati Ashram 2 Since the new constitution published on June 14, 1928 the Ashram was renamed Udyoga Mandir. VOL.45: 4 FEBRUARY, 1929 - 11 MAY, 1929 1 2. LETTER TO ASHRAM WOMEN KARACHI, February 4, 1929 SISTERS, I hope your classes are working regularly. I believe that no better arrangements could have been made than what has come about without any special planning. -
The Spread of Sanskrit* (Published In: from Turfan to Ajanta
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Serveur académique lausannois Spread of Sanskrit 1 Johannes Bronkhorst Section de langues et civilisations orientales Université de Lausanne Anthropole CH-1009 Lausanne The spread of Sanskrit* (published in: From Turfan to Ajanta. Festschrift for Dieter Schlingloff on the Occasion of his Eightieth Birthday. Ed. Eli Franco and Monika Zin. Lumbini International Research Institute. 2010. Vol. 1. Pp. 117-139.) A recent publication — Nicholas Ostler’s Empires of the Word (2005) — presents itself in its subtitle as A Language History of the World. Understandably, it deals extensively with what it calls “world languages”, languages which play or have played important roles in world history. An introductory chapter addresses, already in its title, the question “what it takes to be a world language”. The title also provides a provisional answer, viz. “you never can tell”, but the discussion goes beyond mere despair. It opposes the “pernicious belief” which finds expression in a quote from J. R. Firth, a leading British linguist of the mid-twentieth century (p. 20): “World powers make world languages [...] Men who have strong feelings directed towards the world and its affairs have done most. What the humble prophets of linguistic unity would have done without Hebrew, Arabic, Latin, Sanskrit and English, it it difficult to imagine. Statesmen, soldiers, sailors, and missionaries, men of action, men of strong feelings have made world languages. They are built on blood, money, sinews, and suffering in the pursuit of power.” Ostler is of the opinion that this belief does not stand up to criticism: “As soon as the careers of languages are seriously studied — even the ‘Hebrew, Arabic, Latin, Sanskrit and English’ that Firth explicitly mentions as examples — it becomes clear that this self-indulgently tough-minded view is no guide at all to what really makes a language capable of spreading.” He continues on the following page (p. -
Volume Fourty-One : (Dec 2, 1927
1. SPEECH AT PUBLIC MEETING, CHICACOLE December 3, 1927 You seem to be dividing all the good things with poor Utkal1. I flattered myself with the assumption that my arrival here is one of the good things, for I was going to devote all the twenty days to seeing the skeletons of Orissa; but as you, the Andhras, are the gatekeepers of Orissa on this side, you have intercepted my march. But I am glad you have anticipated me also. After entering Andhra Desh, I have been doing my business with you and I know God will reward all those unknown people who have been co-operating with me who am a self- appointed representative of Daridranarayana. And here, too, you have been doing the same thing. Last night, several sister came and presented me with a purse. But let me tell you this is not after all my tour in Andhra. I am not going to let you alone so easily as this, nor will Deshabhakta Konda Venkatappayya let me alone, because I have toured in some parts of Ganjam. I am under promise to tour Andhra during the early part of next year, and let me hope what you are doing is only a foretaste of what you are going to do next year. You have faith in true non-co-operation. There is the great drink evil, eating into the vitals of the labouring population. I would like you to non-co-operate with that evil without a single thought and I make a sporting proposal, viz., that those who give up drink habit should divide their savings with me on behalf of Daridranarayan. -
In Bad Faith? British Charity and Hindu Extremism
“I recognized two people pulling away my daughter Shabana. My daughter was screaming in pain asking the men to leave her alone. My mind was seething with fear and fury. I could do nothing to help my daughter from being assaulted sexually and tortured to death. My daughter was like a flower, still to see life.Why did they have to do this to her? What kind of men are these? The monsters tore my beloved daughter to pieces.” Medina Mustafa Ismail Sheikh, then in Kalol refugee camp, Panchmahals District, Gujarat This report is dedicated to the hundreds of thousands of Indians who have lost their homes, their loved ones or their lives because of the politics of hatred.We stand by those in India struggling for justice, and for a secular, democratic and tolerant future. 2 IN BAD FAITH? BRITISH CHARITY AND HINDU EXTREMISM INFORMATION FOR READERS ACKNOWLEDGEMENTS A separate report summary is available from Any final conclusions of fact or expressions of www.awaazsaw.org. Each section of this opinion are the responsibility of Awaaz – South report also begins with a summary of main Asia Watch Limited alone. Awaaz – South Asia findings. Watch would like to thank numerous individuals and organizations in the UK, India and the US for Section 1 provides brief information on advice and assistance in the preparation of this Hindutva and shows Sewa International UK’s report. Awaaz – South Asia Watch would also like connections with the RSS. Readers familiar to acknowledge the insights of the report The with these areas can skip to: Foreign Exchange of Hate researched by groups in the US. -
Gandhi Wields the Weapon of Moral Power (Three Case Stories)
Gandhi wields the weapon of moral power (Three Case Stories) By Gene Sharp Foreword by: Dr. Albert Einstein First Published: September 1960 Printed & Published by: Navajivan Publishing House Ahmedabad 380 014 (INDIA) Phone: 079 – 27540635 E-mail: [email protected] Website: www.navajivantrust.org Gandhi wields the weapon of moral power FOREWORD By Dr. Albert Einstein This book reports facts and nothing but facts — facts which have all been published before. And yet it is a truly- important work destined to have a great educational effect. It is a history of India's peaceful- struggle for liberation under Gandhi's guidance. All that happened there came about in our time — under our very eyes. What makes the book into a most effective work of art is simply the choice and arrangement of the facts reported. It is the skill pf the born historian, in whose hands the various threads are held together and woven into a pattern from which a complete picture emerges. How is it that a young man is able to create such a mature work? The author gives us the explanation in an introduction: He considers it his bounden duty to serve a cause with all his ower and without flinching from any sacrifice, a cause v aich was clearly embodied in Gandhi's unique personality: to overcome, by means of the awakening of moral forces, the danger of self-destruction by which humanity is threatened through breath-taking technical developments. The threatening downfall is characterized by such terms as "depersonalization" regimentation “total war"; salvation by the words “personal responsibility together with non-violence and service to mankind in the spirit of Gandhi I believe the author to be perfectly right in his claim that each individual must come to a clear decision for himself in this important matter: There is no “middle ground ". -
Support Matarial Sociology Class-Xii 2016-17
SUPPORT MATARIAL SOCIOLOGY CLASS-XII 2016-17 Dr.Renu Bhatia S.K.V. Moti Bagh-I, New Delhi Principal and Group Leader Mr. A.M. Amir Ansari S.B.M. Sr. Sec. School (Govt. Sr. Lecture Sociology Aided) Shivaji Marg, N. Delhi-15 Ms. Sheema Banerjee Laxman Public School, Lecture Sociology Hauzkhas, New Delhi Mr. Zafar Hussain Anglo-Aravic, Sr. Sec. School Lecture Sociology Ajmeri Gate, Delhi Ms. Renu Shokeen Govt. Co-Ed., Sr. Sec. School PGT-Sociology Kanganheri, Delhi Ms. Anuradha Khanna Banyan Tree School, PGT-Sociology Lodhi Road, New Delhi-110003 Ms. Archana Arora SKV, A-Block, Jhangir Puri PGT-Sociology SOCIOLOGY (CODE NO.039) CLASS XII (2015-16) One Paper Theroy Marks 80 Unitwise Weightage 3 hours Units Periods Marks A Indian Society 1. Introducing Indian Society 10 32 2. Demographic Structure and Indain Society 10 Chapter-1 3. Social Institutions-Continuity and Change 12 and 4. Market as a Social Institution. 10 Chapter 7 5. Pattern of social Inequality and Exclusion 20 are non- 6. Challenges of Cultural Diversity 16 evaluative 7. Suggestions for Project Work 16 B Change and Developmentin Indian Society 8. Structural Change 10 9. Cultural Chage 12 10. The Story of Democaracy 18 Class XII - Sociology 2 11. Change and Development in Rural Society 10 48 12. Change and Development in industrial Society14 13. Globalization and Social Change 10 14. Mass Media and Communication 14 15. Social Movements 18 200 48 3 Class XII - Sociology BOOK I CHAPTER 2 THE DEMOGRAPCHIC STRUCTURE OF THE INDIAN SOCIETY KEY POINTS 1. Demography Demography, a systematic study of population, is a Greek term derived form two words, ‘demos’ (people) and graphein (describe) description of people. -
Working Paper No. 145 Tribal Education in Gujarat
Working Paper No. 145 Tribal Education in Gujarat: An Evaluation of Educational Incentive Schemes B.L. Kumar Gujarat Institute of Development Research Gota, Ahmedabad 380 060 June 2004 Abstract This paper provides a comprehensive review of the working of various incentive schemes and assesses their utility coverage and quality of benefits received by the tribal children, besides an analysis of secondary data on tribal education in the state. A survey of 885 tribal households was done in 40 villages of four tribal districts of the state. The following are the major findings: Literacy among tribals is low in all districts. Female literacy is abysmally low. Three out of four tribal females are illiterate. Very small proportion of tribal habitations have upper primary and secondary schools and quality of education measured in terms of per school number of teachers, classrooms and other basic facilities such as drinking water, toilet etc. is quite poor in tribal areas. Non- enrolment and dropout rates are also high among tribals and poverty as well as low quality of education are the important factors for more children to be out of schools. An evaluation of incentive scheme reveals that education is free for almost all tribal children. Though about 95 per cent of children received free books only 56 per cent school going children received cash scholarship and three-fourth of them received less than Rs. 100. This paltry sum is quite inadequate and also received late. It hardly helps in increasing school enrolment and retention rates. While fifty per cent of children reported receipt of school uniform only half of them received two pairs of uniforms, and five per cent received it in time. -
A Discourse on the Religious Practices of the Rabha Community of West Bengal, India
International Journal of Research in Social Sciences Vol. 8 Issue 7, July 2018, ISSN: 2249-2496 Impact Factor: 7.081 Journal Homepage: http://www.ijmra.us, Email: [email protected] Double-Blind Peer Reviewed Refereed Open Access International Journal - Included in the International Serial Directories Indexed & Listed at: Ulrich's Periodicals Directory ©, U.S.A., Open J-Gage as well as in Cabell‟s Directories of Publishing Opportunities, U.S.A A DISCOURSE ON THE RELIGIOUS PRACTICES OF THE RABHA COMMUNITY OF WEST BENGAL, INDIA Arpita Sarkar* Dr. Tapas Mistri** Abstract Religion becomes the important part of the human society since the dawn of the civilization. The Rabha is a scheduled tribe community belonging to the Indo-Mongoloid group of people. In West Bengal, they mainly settled in Jalpaiguri, Alipurduar and Cooch Behar district. The Rabha community has magnificent traditional beliefs and social practices. With selected structured questionnaire, field survey and interactions with the inhabitants of the community the present study partakes to understand the actual form and position of the religion along with the transition and trends of changes in religion of the Rabha community in the segregated parts of the west Bengal. It is observed that their traditional religious philosophy is mainly based on Animism. But the influence of Hinduism and Christianity has a far reaching impact on the religious tradition and structure of the Rabhas. Besides the Rabha society have also constantly changes in the process of Hinduism, Sanskritisation and Christianization (Singha, 2004). These changing trends have effects on their socio-cultural, economic, political life, social institution etc. -
SYLLABUS with Effect from 2016-17
VIJAYANAGARA SRI KRISHNADEVARAYA UNIVERSITY, BALLARI SYLLABUS Department of Studies in Sociology MASTER OF ARTS (I to IV Semester) Choice Based Credit System With effect from 2016-17 1 TABLE OF CONTENTS Credits Matrix for MA Sociology Program: M.A. SOCIOLOGY: SEMESTER-I MASO 1.1- : Classical Sociology<<<<<<<<<<<<<<<... MASO H1.2 - : Sociology of Change and Development MASO H1.3 - : <<<Development<<<<<<<<<<<<<<<<<<..Perspectives on Indian Society MASO H1.4 - : <<<<<<<<<<<<............Sociology of Education<<<<<<<<<<< MASO H1.5 -S : Environment and Society MASO 1.6-S : Sociology of Globalization M.A. SOCIOLOGY:<<<<<<<<<<<<<<<<... SEMESTER-II MASO 2.1- : Theoretical Perspectives in Sociology<<<<. MASO H2.2 - : Social Stratification and Mobility<<<<<<<<<. MASO H2.3 - : Rural Sociology MASO H2.4 - : <<<<<<<<<<<<<<<<<<<<<Population Studies<<<<<<<<<<<. MASO H2.5 -S : Political Sociology<<<<<<<<<<<<<. MASO 2.6-S : Sociology of Deviance<<< MASO 2.7- : Fundamentals of Sociology<.. M.A. SOCIOLOGY:O SEMESTER-III MASO 3.1- : Modern Sociological Theories MASO H3.2 - : Urban Sociology <<<<<<<<<<<. MASO H3.3 - : Research Methodology<<<<<<<<<<. MASO H3.4 - : Industry aand Society<<<<<<<<<<.. MASO H3.5 -S : Sociology of Social movements<<< MASO 3.6-S : Sociology of Ageing<<<<<<<<. MASO 3.7- : Indian Society<<<<<<<<<<<<<. M.A. SOCIOLOGY:O SEMESTER-IV MASO 4.1- : Sociology of Health<<<<<<<<<<<<<... MASO H4.2 - : Sociology of Gender<<<<<<<<<<<<<<<<<. MASO H4.3 - : Sociology of Marginalised Groups MASO H4.4 - : Project Work<<<<<<<<<<<<<<.. MASO H4.5 -S : Social