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Dalit Identity: Ancient Drum Beat, New Song

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Dalit Identity: Ancient Drum Beat, New Song Transforming Dalit Identity: Ancient Drum Beat, New Song Fiona Margaret Page Dalton 1 Transforming Dalit Identity: Ancient Drum Beat, New Song Fiona Margaret Page Dalton Victoria University of Wellington, Wellington, Aotearoa New Zealand Submitted in partial fulfilment of the Masters of Development Studies degree February 2008 2 Abstract Folk music is one medium used by the Dalits of India in response to the oppression they face under the country’s caste system. This thesis describes research conducted on the effects of music composed by a radical Dalit Christian pastor in South India nicknamed ‘Parattai.’ The main aims were to investigate how Parattai’s religiously affiliated Dalit folk music transformed people, and whether or not its popularity and use had been maintained since Parattai’s death in 2005. The primary data was collated from twenty six semi-structured interviews which took place in Tamil Nadu state between December 2006 and April 2007. The secondary data comprises literature on caste and inequality, and grassroots responses involving religion and music. This research found that Parattai’s music was effective because it declared a proud Dalit identity. Parattai embraced and reclaimed the musical and dance styles, vernacular languages, food, and religious ideologies of Dalits so as to transform Dalits from the inside out. Parattai’s music continues to empower people with the appreciation of their own strengths. However, further promotion of his folk music style would ensure enduring transformation and activism towards the equality of all Dalits. 3 Acknowledgements I thank all the interview participants in Tamil Nadu who readily gave their time and opinions for this research, and the whole TTS community for warmth, welcome and inclusion. I express my utmost respect and gratitude to my two supervisors at Victoria University of Wellington, Dr Rick Weiss (Religious Studies) and Dr William (Bill) Hipwell (Development Studies). I highly appreciate the commitment you both made to the written words of my thesis and to talking with me. I have learnt so much from all the conversations and discussions with each of you. Thank you very much for your time and your smiles. I am especially grateful to Rick for the gift of Tamil language tuition and to Bill for stretching my mind. For many encouraging words and support, I honour my friends and my family, particularly Nan, Dad, Lucy, Sam, Jo, Lis and Jeze. I admire and say thank you to: Parattai For inspiration Satya For teaching me the meaning of bravery David For your love…of your people and of me Mum For Everything 4 Table of Contents ABSTRACT....................................................................................................................... 3 ACKNOWLEDGEMENTS ............................................................................................. 4 TABLE OF CONTENTS ................................................................................................. 5 TABLE OF FIGURES...................................................................................................... 8 GLOSSARY OF ABBREVIATIONS ............................................................................. 9 GLOSSARY OF TERMS............................................................................................... 10 CHAPTER 1: INTRODUCTION.................................................................................. 13 INTRODUCTION .............................................................................................................. 14 BACKGROUND ................................................................................................................ 14 CHAPTER SUMMARIES ................................................................................................... 18 CHAPTER 2: EPISTEMOLOGY, METHODOLOGY AND METHODS............... 23 INTRODUCTION .............................................................................................................. 24 EPISTEMOLOGY .............................................................................................................. 24 Assets-Based Approach............................................................................................. 24 Post-secular Stance................................................................................................... 25 Participants: Subjects or Objects? ........................................................................... 26 EPSI PEGS Approach............................................................................................... 27 METHODOLOGY ............................................................................................................. 28 MY LOCATION : TTS ...................................................................................................... 29 METHODS ...................................................................................................................... 30 Gender....................................................................................................................... 31 Language, Ethnicity and Age.................................................................................... 31 Religion and Caste.................................................................................................... 31 Recruitment Method: ‘Snowballing Effect’ .............................................................. 32 Interview Structure and the Question Sheet.............................................................. 32 VALIDITY ....................................................................................................................... 34 ETHICAL CONSIDERATIONS ............................................................................................ 35 HINDSIGHT IS 20/20: LIMITATIONS ................................................................................ 36 Narrow Range of Participants.................................................................................. 36 The Impact of My Identity and Language ................................................................. 37 Lack of Action Orientation........................................................................................ 39 CONCLUSION .................................................................................................................. 41 CHAPTER 3: SITUATIONAL ANALYSIS ................................................................ 44 INTRODUCTION .............................................................................................................. 45 INEQUALITY IN INDIA ..................................................................................................... 45 INDIA ’S CASTE SYSTEM ................................................................................................. 48 Dalit Indians ............................................................................................................. 49 Denial of Personal Safety and Education................................................................. 53 5 Industria and Fundamentalist Hinduism .................................................................. 55 INTERNATIONAL RESPONSE ........................................................................................... 58 DOMESTIC RESPONSE ..................................................................................................... 59 Political Action ......................................................................................................... 59 Education and the Arts.............................................................................................. 61 RELIGIOUS RESPONSES .................................................................................................. 62 Conversion ................................................................................................................ 62 Double Discrimination for Dalit Christians............................................................. 64 Syncretism................................................................................................................. 66 HINDUTVA VIOLENCE .................................................................................................... 68 DALIT THEOLOGY .......................................................................................................... 70 CONCLUSION .................................................................................................................. 71 CHAPTER 4: FOLK MUSIC AS A TOOL FOR CHANGE ..................................... 73 INTRODUCTION .............................................................................................................. 74 MUSIC AS A TOOL FOR PROTEST .................................................................................... 74 The American Context............................................................................................... 74 The Indian Context.................................................................................................... 75 FOLK MUSIC FOR CHANGE ............................................................................................. 77 Positive Responses to Folk Music............................................................................. 78 RELIGION AND SPIRITUALITY ......................................................................................... 79 MUSIC AND RELIGION COMBINED .................................................................................
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