DOCSLIB.ORG

'Total Literacy Campaign' by AJAY

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
'Total Literacy Campaign' by AJAY POLITICS OF MASS LITERACY IN INDIA A case study of two north Indian villages under the ‘Total Literacy Campaign’ 1988-95 By AJAY KUMAR Thesis submitted to the University of London in partial fulfillment of the requirements for the degree of Doctor of Philosophy July 1998 Department of Politics School of Oriental and African Studies London University London ProQuest Number: 10672800 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a com plete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. uest ProQuest 10672800 Published by ProQuest LLC(2017). Copyright of the Dissertation is held by the Author. All rights reserved. This work is protected against unauthorized copying under Title 17, United States C ode Microform Edition © ProQuest LLC. ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106- 1346 ABSTRACT This project is a study of the politics of mass literacy in India. It sets the problem of literacy in the context of public discourses, institutional practices and formation of various identities related to educational and development goals in contemporary Indian society. The study is centered around specific case studies of two villages under the ‘Total Literacy Campaign’ (TLC) launched nationwide in May 1988 by the National Literacy Mission Authority (NLMA). Despite marginal improvement in literacy rates since independence, there has been a steady increase in the absolute number of total ‘illiterates’, which is bigger than the size of ‘literates’. Also the gap between ‘literates’ and ‘illiterates’ has been ever- increasing. The government admits its failures towards mass education and hence now it has declared promotion of literacy as a national mission. To counter its past failures, it has launched a ‘total campaign’ approach in adult literacy programme along with ‘Education For All’ (EFA) goal in general towards elementary education. Thus this project is a study of the pedagogic principles, practice and public policy on promotion^mass education and literacy in India. It seeks to study the cultural and linguistic bases of mass literacy and the democratic i.e. participatory and interactive/discursive methods of literacy promotion. The study is based on new socio-cultural approaches to language, discourse-learning, identity and culture (Introduction, Chapter 1). It is an interdisciplinary study in literacy practices (language and discourse learning) whose development is traced with colonial history of social, political and educational development in north India (Chapters 2&3). It traces these developments beginning with nationalist thinking on nation-building, mass literacy and education during the freedom movement before 1947 (Chapter 2), and the evolution of public policy goals on education and its culture after 1947 (Chapter 3). It looks into why highest ‘illiteracy’ exists in the Hindi- speaking states and how adequately our educational planners have addressed these complex problems. The policy principles and institutional practices in learning are further examined in case studies of two villages in Bihar and Haryana (Chapters 4&5). TLC’s pedagogic principles, practices and relevance as seen and understood by learners are examined in order to establish the real contexts of a learning. This is also done through a concrete area of language and content analysis of the TLC reading materials, the way TLC Primers (texts) have been presented to the learners and the ways these texts are interacted with, by the adult learners (Chapter 6). We thus endeavour to establish the issue of literacy-learning in terms of survival, cultural and identity needs of the learner. All these discussions are primarily based on adult learners’ and concerned people’s historical, social, and classroom experiences. ACKNOWLEDGMENT To Sudipta Kaviraj (SOAS) - a wonderful and an understanding supervisor, not as cool as he looks but because he’s got so much to deal with, who by his sheer vastness of insight and scholarship makes his student’s all academic efforts challenging. His intellectual wisdom and informed scholarship made me learn a lot. A mysteriously illuminating academic man who trains his students friendly yet in a critical and liberal way in the huge terrain of social sciences where discourses often conflict with each other. To David Taylor (SOAS) - an affectionate and helpful ‘Guru’, always on the go - to the conferences and meetings, a very hard-working person, both for his students and himself, fascinating to talk to, a genuinely helpful person who takes interest not only in your work but also in yourself - a teacher good for the self-esteem of students. To Brian V. Street (formerly University of Sussex, now Kings College, London) - an profound international scholar on literacy, accessible and humble, thanks for his intimate guidance and interest in my work. To Ms. Angela Little (Institute of Education, London) - for her personal interest and specific comments on my research proposal and the methodology of survey design. To Alan Rogers (University of Reading) - for his wann welcome and exceptionally valuable suggestions on ways to look at government-sponsored literacy programmes, and for sharing his ideas and experiences of literacy works in south India. To Francesca Orsini (University of Cambridge, earlier at SOAS), a reliable and very helpful friend indeed, who with her scholarship in Hindi literature always stood behind me to help, both emotionally and intellectually. My deepest gratitude to her. To Ashis Banerjee (INTACH, New Delhi), my old teacher-cum-friend, a personal ‘Guru’ of intimate compassion and scholarship, interaction with whom is a pleasure under his reassuring gesture. He combines affection and personal knowledge to suit the esteem of his students. To Commonwealth Scholarship Plan, Association of Commonwealth Universities, the British Council and Government of India (D/O Education) who made me available the entire expense of my study in London. Thanks for their overbearing patience, courtesy and professional help which was always available to me. To Ms. Catherine Guest (Department of Politics, SOAS), Mr. R.C. Dogra and other staffs of SOAS Library, and Library Staffs at Institute of Education, Senate Library and BLPES Library, who often even at odd times were considerate and eagerly ready to help me every way. My special thanks and gratitude to Ms. Catherine and Mr. Dogra. To Ms. Angela M Leeds, special thanks and deep gratitude for her care and empathy, and for her painstaking efforts to go through the entire draft. To my friends, Ashwini (Sussex), Sanjoy and Jenny (Sussex), Yashwanta (SOAS), Santosh (Glasgow), Mahendra Reddy (Institute of Education), Sudeshna (SOAS), Nick Hostelier (SOAS), Greg Cameron (SOAS), Tithi (SOAS), Tanmoy and Arah (UCL), Sumit and Mehnaz (LSE), Lopamudra (SOAS), Shahid Riaz and Munazza Shahid (Imperial College), Surya Kumar Singh (Imperial College) - a huge list - but to count a few for support and encouragement, intellectual remarks and comments. To my wife Rashmi and my son RITWIK, for the pains they suffered because of seemingly an unending struggle with this Ph.D. project, the love and bitterness which I encountered in my life as a new person (becoming a husband and a father), and ultimately my wife’s perseverance, hard work, discipline and constant encouragement. A woman of best substance from all the comers of the world. And finally to my parents and parents- in-law, the love and hope, the passion and expectations, and the things that the whole world couldn’t give me. With this project, I hope to fulfill a minute dream which all those above mentioned expected from me. ______________________ CONTENTS______________________ Tittle page of the Thesis 1 Abstract 2 Acknowledgment 3 Content page 4 Abbreviations 5 Map of India 6 CHAPTERS 1. Introduction : The Perspective on Literacy 7-39 Aim, Scope, Meaning, Rationale and Theoretical framework of the project Analytical Fields of a Field-based Research - survey design and approaches 2. Literacy and Nationalist Thinking in India 40 - 69 3. Evolution of Public Policy Goals: Education and Literacy 70 - 97 4. Literacy Development in Bihar (a) History of Educational Development (in Bihar) 98 - 118 (b) TLC in Bihar: A case study (of a tribal village) 119-155 5. Literacy Development in Haryana (a) History of Educational Development (in Haryana) 156 - 170 (b) TLC in Haryana: A case study (of Deshalpur village) 171 - 197 6. TLC’s Hindi Language Primers: An Analysis 198 -235 7. Conclusion 236 - 244 Appendixes (1,2 and 3) 245 - 249 Bibliography and References 250 - 260 Abbreviations BEP Bihar Education Project BGVS Bharat Gyan Vigyan Samiti (a national level voluntary organisation) BIMARU Hindi- speaking states of Bihar, Madhya Pradesh, Rajasthan and Uttar Pra< CABE Central Advisory Board of Education (D/O Education, New Delhi) CBSE Central Board of Secondary Education, New Delhi) CUP Cambridge University Press DAE Directorate of Adult Education DC Deputy Commissioner or District Collector EFA Education For All FLAW Functional Literacy for Adult Women GNP, GDP Gross National Product, Gross Domestic Product GOI Government of India IAEA Indian Adult Education Association IP CL Improved Pace and Content of Learning JRY Jawahar Rozgar Yojna JSN Jana Shilcshan Nilayam KRPs Key Resource Persons MHRD Ministry of Human Resource
Load more

Recommended publications
  • Cbcs Curriculum of Ma History Programme
    CBCS CURRICULUM OF M.A. HISTORY PROGRAMME SUBJECT CODE = HIS FOR POST GRADUATE COURSES UNDER RANCHI UNIVERSITY Implemented from Academic Session 2018-2020 PG: HISTORY CBCS CURRICULUM RANCHI UNIVERSITY Members of Board of Studies for CBCS Syllabus of PG History, Under Ranchi University, Ranchi. Session 2018-20 Onwards i PG: HISTORY CBCS CURRICULUM RANCHI UNIVERSITY Contents S.No. Page No. Members of Core Committee I Contents ii COURSE STUCTURE FOR POSTGRADUATE PROGRAMME 1 Distribution of 80 Credits 1 2 Course structure for M.A. in HISTORY 1 3 Semester wise Examination Structure for Mid Semester & End Semester 2 Examinations SEMESTER I 4 I FC-101 Compulsory Foundation Course (FC) 3 5 II. CC-102 Core Course –C 1 5 6 III. CC-103 Core Course –C 2 7 7 IV CC-104 Core Course –C 3 9 SEMESTER II 8 I CC-201 Core Course- C 4 11 9 II. CC-202 Core Course- C 5 13 10 III. CC-203 Core Course –C 6 15 11 IV CC-204 Core Course –C 7 17 SEMESTER III 12 I EC-301 Ability Enhancement Course (AE) 19 13 II. CC-302 Core Course –C 8 21 14 III. CC-303 Core Course- C 9 23 15 IV CC-304 Core Course –C 10 25 SEMESTER IV 16 I EC-401 Generic/Discipline Elective (GE/DC 1) 27 17 II. EC-402 Generic/Discipline Elective (GE/DC 2) 33 18 III. CC-403 Core Course –C 11 39 19 IV PR-404 Core Course (Project/ Dissertation) –C 12 41 ANNEXURE 20 Distribution of Credits for P.G.
    [Show full text]
  • Literacy in India: the Gender and Age Dimension
    OCTOBER 2019 ISSUE NO. 322 Literacy in India: The Gender and Age Dimension TANUSHREE CHANDRA ABSTRACT This brief examines the literacy landscape in India between 1987 and 2017, focusing on the gender gap in four age cohorts: children, youth, working-age adults, and the elderly. It finds that the gender gap in literacy has shrunk substantially for children and youth, but the gap for older adults and the elderly has seen little improvement. A state-level analysis of the gap reveals the same trend for most Indian states. The brief offers recommendations such as launching adult literacy programmes linked with skill development and vocational training, offering incentives such as employment and micro-credit, and leveraging technology such as mobile-learning to bolster adult education, especially for females. It underlines the importance of community participation for the success of these initiatives. Attribution: Tanushree Chandra, “Literacy in India: The Gender and Age Dimension”, ORF Issue Brief No. 322, October 2019, Observer Research Foundation. Observer Research Foundation (ORF) is a public policy think tank that aims to influence the formulation of policies for building a strong and prosperous India. ORF pursues these goals by providing informed analyses and in-depth research, and organising events that serve as platforms for stimulating and productive discussions. ISBN 978-93-89622-04-1 © 2019 Observer Research Foundation. All rights reserved. No part of this publication may be reproduced, copied, archived, retained or transmitted through print, speech or electronic media without prior written approval from ORF. Literacy in India: The Gender and Age Dimension INTRODUCTION “neither in terms of absolute levels of literacy nor distributive justice, i.e., reduction in gender Literacy is one of the most essential indicators and caste disparities, does per capita income of the quality of a country’s human capital.
    [Show full text]
  • LORD BENTINCK and HIS REFORMS Unit Structure
    UNIT 9: LORD BENTINCK AND HIS REFORMS Unit Structure 9.1 Learning Objectives 9.2 Introduction 9.3 Social Reforms 9.3.1 Abolition of Sati 9.3.2 Suppression of Infanticide 9.4 Suppression of Thugis 9.5 Liberal Policies towards Press 9.6 Educational Reforms 9.7 Financial Reforms 9.8 Judicial Reforms 9.9 Let Us Sum Up 9.10 Further Reading 9.11 Answers to Check Your Progress 9.12 Model Questions 9.1 LEARNING OBJECTIVES After going through this unit, you will be able to- l Discuss the social reforms of Lord William Bentinck l Analyse the liberal policies towards press l Evaluate the educational reforms l Discuss the financial and judicial reforms of Lord William Bentinck. 9.2 INTRODUCTION: Lord Bentinck was known in the history of East India Company as a social reformer. He unlike other officers of the Company did not follow a purely expansionist policy. Along with the expansionist policy, Bentinck also 122 History (Block 2) Lord Bentinck and His Reforms Unit 9 encouraged social reform programmes in the Colonial India. Thus he was an extraordinary officer of the Company and was able to receive good will of Indian people. In this unit, we will discuss the reform programmes of Bentinck in detail. 9.3 SOCIAL REFORMS 9.3.1 ABOLITION OF SATI The term sati literally means ‘a pure and virtuous woman’. It is used in the case of a devoted wife who contemplates perpetual and uninterrupted conjugal union with her husband after life and as a proof thereof bums herself with the dead body of her husband.
    [Show full text]
  • Educational Inequality in India: an Analysis of Gender Differences in Reading and Mathematics
    Working Paper No. 2016-2 Educational Inequality in India: An Analysis of Gender Differences in Reading and Mathematics Gregory White University of Maryland, College Park [email protected] Matt Ruther University of Louisville Joan Kahn University of Maryland College Park 201 India Human Development Survey fieldwork,5 data entry and analyses have been funded through a variety of sources including the US National Institutes of Health (grant numbers R01HD041455 and R01HD061048), UK Department of International Development, the Ford Foundation, and the World Bank. 1 | P a g e ABSTRACT This paper analyzes gender differences in reading and mathematics among Indian children ages 8-11 using data from the 2005 India Human Development Survey. Employing descriptive statistics and ordered logistic regression techniques, this study examines how social background, access to learning resources, time devoted to formal learning activities, and cultural attitudes are associated with gender inequality in educational outcomes. It is hypothesized that gender inequality may result from historical attitudes regarding the education of girls as well as certain parents choosing to prioritize sons’ education over daughters’ education. This may be due to a hidden opportunity cost of engaging girls in activities (e.g. childcare) that have economic value for the family, particularly for girls in rural areas and from the lowest income families. The results provide some evidence to support these theories. Relative to boys, the presence of younger siblings reduces the likelihood of girls advancing in both reading and mathematics. In addition, higher levels of household assets increase the likelihood of girls advancing in reading. Unfortunately, mixed findings related to rural/urban status provide less insight than desired regarding this factor.
    [Show full text]
  • History Syllabus for Phd Eligibility Test 2021
    History Syllabus for PhD Eligibility Test 2021 o ACVALL a tara ii OTDia017 BBMKU, Dhanbad Paper 1-Historiography, Concept, Methods and tools evidence and its 1) Meaning and scope of history collection and selection of data, transaction 2) Approaches of history imperialist, nationalist, marxist and subaltern 3) Themes in Indian history, labour, present, Varna, jati and janjati Paper 2- Ancient World of Greece 1) Greece: Spartan Constitution, Athenian democracy and contribution in to the World Civilization the World 2) China Shang Dynasty & Chomdynasty and Contribution of China to Civilization Paper 3-Medieval World and causes of decline 1) Feudalism:- Origin Development features of chivalry 2) University origin growth important and influence 3) Prophet Mohammad 4) Orthodox Caliphate Paper 4- Modern World (1) Anglo-German naval rivalry (2) Chinese Revolution of 1911AD iwa (3) First World Causes, responsibility and effects (4) Foreign Policy of Britain between two World Wars (5) Cold War ideological and political basis. pact, treaties and effects Paper 5- World History 1) Renaissance 2) Geographical Discoveries 3) Growth of parliamentary institution in England 4) Rise of Fascism and Nazism 5) Non-alignment Paper 6-AncientIndia 1) Sources of Ancient India 2) Pre-History and Proto History Pre-History Age, Paleolithic Age, Mesolithic Age, Neolithic Age, Chalcolitic Age 3) Harappan Civilization a) Origin and expension b) Urban planning and decline and territorial's 4) Towards formation of the state chiefdoms of later Vedic periods state in the
    [Show full text]
  • UNIT 3 RESISTANCE and REVOLUTIONS AGAINST FOREIGN POWERS Contents 3.0 Objectives 3.1 Introduction 3.2 Pacification of the Pahar
    1 UNIT 3 RESISTANCE AND REVOLUTIONS AGAINST FOREIGN POWERS Contents 3.0 Objectives 3.1 Introduction 3.2 Pacification of the Paharias 3.3 Santal Revolt (1781-84) 3.4 Kol Insurrection 3.5 British Rule (1834 Onwards) and Tribals 3.6 Tribal Movements 3.7 Let Us Sum Up 3.8 Further Readings and References 3.0 OBEJCTIVES The unit tries to capture the historical account of tribal resistance and revolutions against the non-tribal foreign powers. The case of tribals of Chotanagpur and Santals are taken as a concrete expressions of such resistance and revolutions against such powers. It would be applied to other tribals in their own concrete specific situations. 3.1 INTRODUCTION The tribals of Chotanagpur and Santal Pargana in Jharkhand today have a long history of resistance and revolt against the British administration and its non-tribal collaborators, such as, jagirdars (service tenure holders), thikadars (permanent or temporary land lease holders), zamindars (persons recognized as possessing proprietary rights over land under the British Law), etc. This history of pre-Independence India (1947) is well documented and probably represents by far the best tribal resistance and revolutions against foreign powers that have taken place in different parts of the country in the past. Although Chotanagpur was ceded to the British East India Company (EIC) in 1765, the first entry of the British rulers into this region took place in 1772 when Dripnath Shahi was the ruler of the region. He was in the subordinate position under the EIC and consequently handed over the region into its hands in the same year.
    [Show full text]
  • BPSC 2019 Mock Test 1 PDF in English
    www.gradeup.co 1 www.gradeup.co 1.Which of the following is called Snake Painting? A. Thangka Painting B. Manjusha Painting C. Kalighat Painting D. Warli Painting E. None of the above/More than one of the above 2.‘There is at least one man who would not hesitate to take a sip of poison from my hands.’ In these words of Gandhiji, whom is he referring to? A. Rajendra Prasad B. Jawahar Lal Nehru C. Sardar Patel D. Jayprakash Narayan E. None of the above/More than one of the above 3.Who among the following gave the call for ‘Total Revolution’? A. Mahatma Gandhi B. Jawaharlal Nehru C. Sardar Patel D. Jayprakash Narayan E. None of the above/More than one of the above 4.The manifesto of Kisan Sabha ‘kisan’ was adopted in which session of Congress (INC)? A. Lucknow Session B. Haripura Session C. Ramgarh Session D. Faizpur Session E. None of the above/More than one of the above 5.For Santhals, the word ‘Satyug’meant: 2 www.gradeup.co A. Modern World B. Reign of tribal god, Thakoor C. Reign of Truth and Justice D. Reign of Crime E. None of the above/More than one of the above 6.Who among the following led a peaceful raid on Dharsana Salt factory during Gandhiji’s Salt Satyagraha? A. K.Kalappan B. Sardar Patel C. Kasturba Gandhi D. C.Rajgopalachari E. None of the above/More than one of the above 7.Which British official suppressed the revolt at Arrah during 1857 revolt? A.
    [Show full text]
  • The State of Art of Tribal Studies an Annotated Bibliography
    The State of Art of Tribal Studies An Annotated Bibliography Dr. Nupur Tiwary Associate Professor in Political Science and Rural Development Head, Centre of Excellence (CoE) for Tribal Affairs Contact Us: Centre of Tribal Research and Exploration, Indian Institute of Public Administration, Indraprastha Estate, Ring Road, Mahatma Gandhi Marg, New Delhi, Delhi 110002 CENTRE OF TRIBAL RESEARCH & EXPLORATION (COTREX) Phone: 011-23468340, (011)8375,8356 (A Centre of Excellence under the aegis of Ministry of Tribal Affairs, Government of India) Fax: 011-23702440 INDIAN INSTITUTE OF PUBLIC ADMINISTRATION Email: [email protected] NUP 9811426024 The State of Art of Tribal Studies An Annotated Bibliography Edited by: Dr. Nupur Tiwary Associate Professor in Political Science and Rural Development Head, Centre of Excellence (CoE) for Tribal Affairs CENTRE OF TRIBAL RESEARCH & EXPLORATION (COTREX) (A Centre of Excellence under Ministry of Tribal Affairs, Government of India) INDIAN INSTITUTE OF PUBLIC ADMINISTRATION THE STATE OF ART OF TRIBAL STUDIES | 1 Acknowledgment This volume is based on the report of the study entrusted to the Centre of Tribal Research and Exploration (COTREX) established at the Indian Institute of Public Administration (IIPA), a Centre of Excellence (CoE) under the aegis of the Ministry of Tribal Affairs (MoTA), Government of India by the Ministry. The seed for the study was implanted in the 2018-19 action plan of the CoE when the Ministry of Tribal Affairs advised the CoE team to carried out the documentation of available literatures on tribal affairs and analyze the state of art. As the Head of CoE, I‘d like, first of all, to thank Shri.
    [Show full text]
  • Pakistan Connection Diasporas @ BBC World Service Audience
    Pakistan Connection Diasporas @ BBC World Service Audience Research Report Authors: Marie Gillespie, Sadaf Rivzi, Matilda Andersson, Pippa Virdee, Lucy Michael, Sophie West A BBC World Service / Open University Research Partnership 1 Foreword What does a shop owner in Bradford have in common with a graduate from Princeton USA, a construction worker in Bahrain and a banker in the City of London? All are users of the bbcurdu.com website, and all are part of the global Pakistani diaspora. The term diaspora is used to describe the global dispersion of migrant groups of various kinds. Diasporas are of growing economic, political and cultural significance. In a world where migration, geopolitical dynamics, communication technologies and transport links are continually changing, it is clear that culture and geography no longer map neatly onto one another. Understanding diaspora groups inside and outside its base at Bush House, London, is ever more important for the BBC World Service, too. Diaspora audiences are increasingly influencing the way the BBC conceives and delivers output. For example, over 60% of the weekly users of bbcurdu.com are accessing the site from outside the subcontinent, and this proportion is rising. The same trend has been observed for other BBC language websites. (See BBC World Agenda, September 2008.) The research presented here is based on a unique partnership between BBC World Service Marketing Communication and Audiences (MC&A) and The Open University. It was funded primarily by MC&A but it was also generously supported by the Arts and Humanities Research Council (AHRC) though the Diasporas, Migration and Identities Research Programme, which funded a project entitled ‘Tuning In: Diasporic Contact Zones at BBC World Service’ (Grant Award reference AH/ES58693/1).
    [Show full text]
  • “Let Your Yes Be Yes”: Progressing Toward Female Ordination in the Mar Thoma Church Pushpa Samuel
    “Let Your Yes Be Yes”: Progressing Toward Female Ordination in the Mar Thoma Church Pushpa Samuel A law is only effective if it is implemented, even as a church’s Cultural and Religious Overview of Patriarchy position on theological issues does not further its mission if there The cultural landscape of India has contributed to a perception is no corresponding practice. In 1986, the Mar Thoma Church of women as subservient to men, both in the home and society. officially stated that there is no theological barrier to ordaining Understanding the depth of this history helps to situate the slow both men and women to serve the church. However, there are change in the Mar Thoma Church in the centuries of India’s currently no ordained females within the global Mar Thoma struggle for gender equality. After Muslims established their Church. Why is there such a dissonance between doctrine and presence in India in the eighth century, there was a sharp decline praxis? To study this dissonance, it is important to compare in women’s education, and segregation (purdah) was introduced and contrast the Mar Thoma Church with the Roman Catholic Church and Church of South India (CSI), two other prominent to shield women from men.2 Purdah is not only physical segregation from males, but also concealment through clothing. churches in India that also have a global presence.1 Other Indian cultural restrictions toward women include widow The formation of the Catholic Church, the CSI Church, and the Mar Thoma Church has played a key role in the spread of burning (sati), child marriage, and female infanticide.3 Although Christianity in India, and each has a distinct view of women’s roles these practices have occurred in several other Asian countries, within the church, specifically concerning female ordination.
    [Show full text]
  • Indian Proverbs
    HINDI (INDIAN) PROVERBS http://en.wikiquote.org/wiki/Indian_proverbs A • Ati shahaana tyaacha bail rikaama (Marathi) • आग राम ेशरी आिि बंब सोम ेशरी - Aag Rameshwari Aanee Bamb Someshwari (Marathi) o Literal: Fire in Rameshwar (city at southern tip of India) and firefighting in Someshwar (city in North India) o Translation: The problem is one thing and the solution is given for something else. o Bengali equivalent: েেেে কটা? না পিু িিেেি খােোা। Chhele koTa? na puRiye khabO. • , । - age rUp nehari, pore guN bichari. (Bengali) o Literal: Looks attracts first, quality qualifies later. • ‍ ‍ (Malayalam) o Literal: The other side will be green when you are in this side o Translation: The grass is always greener on the other side. • । - Ati sannyasite gajon nosto. (Bengali) unthon se mor marvane(hindi) • o Literal: Too many cooks spoil the broth. o Maithili equivalent: जयादे जोगी मठ उजाड। • Aanakaaryam Pareyumbol Aano htrChenakkaryam? (Malayalam) o Literal: When you are discussing about elephant don't talk about yam matters. o Translation: Do not bring up small issues during major problems. • आपनॊ गूरॊ गूरॊ ,दोसरा के गूरॊ समाठॊ लॆ कॆ हूरॊ (Angika) o Literal: Boils on one's own body is considered as painful while those on others are deemed painless. o Translation: One can not understand and realise the pain of others. • Aasmaan se giray, khajoor mein atke (Hindi) o Literal: Fell from the sky, got stuck in a date palm. o Translation: From the frying pan into the fire. o Marathi equivalent: Aagitun fufaatyaat. • Anni vunna aaku anigi manigi vuntae aemi laeni aaku yegiri yegiri padithi(Telugu) o Literal: Fully served leaf (used to serve food) sticks to the ground whereas empty leaf flies all over.
    [Show full text]
  • January 2016 Vol 7, Issue 1 Chicago Edition Email: Editorasiatimes
    www.Asia Times.US Chicago Edition Email: [email protected] January 2016 Vol 7, Issue 1 HAPPY NEW YEAR 2016 January 2016 www.Asia Times . US PAGE 2 Hyderabadi Film Stars in Chicago “Hyderabad is Known Globally for Its Hilarious Comedy Films, Not Merely for Biryani”-Mast Ali, Aziz Naser, and Other Hyderabad Film Stars of Hyderabad Film Industry in a Industry is cur- Press Conference in Chicago rently undergoing a metamorphosis; it is no longer con- Asian Media USA © fining itself to mak- Chicago IL: “The Hyderabad Film In- ing small budget dustry, even though only about 10 years films for its niche old, has churned out a series of comedy market. Instead, blockbusters and gained popularity not it is focusing on only in Andhra Pradesh and different producing typical parts of India but also among the large Bollywood films, Diaspora in the Middle-East and the US, which are rich in thanks to the Internet and DVDs”, said terms of exquisite Mast Ali, a. k. a. Saleem Pheku, the king quality, pan-India of comedy, who acted in over 20 high appeal, and high- impact making films in different lan- end technology”, guages and brought laurels to Hyderabad, said Aziz Naser, at a Press Conference held on December a. k. a. Jahangeer, 23, 2015,: 5.30 PM at Mysore Woodlands, another equally Devon Ave, Chicago. The Press Confer- popular and pow- ence was attended by a huge number of erful star. representatives from the Print, Electronic, culture of Hyderabad, focus mainly on trailer of the upcoming Hyderabadi and Internet Media.
    [Show full text]