DOCSLIB.ORG

Punjabi and Punjab – Language Policy Development and Implementation

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Punjabi and Punjab – Language Policy Development and Implementation Language planning and policy in the Punjab education system: A critical analysis by Satwinder Kaur Bains M.Ed., Simon Fraser University, 2004 B.A., St. Bedes College, 1975 Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in the Curriculum and Theory Implementation Program Faculty of Education © Satwinder Kaur Bains 2019 SIMON FRASER UNIVERSITY Summer 2019 Copyright in this work rests with the author. Please ensure that any reproduction or re-use is done in accordance with the relevant national copyright legislation. Approval Name: Satwinder Bains Degree: Doctor of Philosophy Title: Language planning and policy in the Punjab education system: A critical analysis Examining Committee: Chair: Michael Ling Senior Lecturer Mark Fettes Senior Supervisor Associate Professor Steve Marshall Supervisor Associate Professor Danièle Moore Internal Examiner Professor E. Annamalai External Examiner Visiting Professor South Asian Languages and Civilizations University of Chicago Date Defended/Approved: August 15, 2019 ii Abstract Since it became an independent country in 1947, India has wrestled with the question of how to manage its vast range of languages. According to the Three- Language Formula, a political compromise originating in the post-independence debates of the 1950s, each federal state should ensure its citizens have access at least to Hindi, English, and a third language that may be a regional language or, in the northern Hindi-speaking states, a language from southern India. Through a study of the historical development and ramifications of this policy, and especially its implementation in the northwestern border state of Punjab, it is shown to align with the long-established tendency for national language planning and policies to entrench historical and sociopolitical inequities. Analysis of Punjab’s public-education policy texts by means of critical discourse analysis highlights the (re)production of political ideologies and social hierarchies in the implementation of State-level language policy within the government-run school system. The sociolinguistic realities of the region are not always reflected in the policy directives that influence public education in Punjab. This case study adds to the literature showing that powerful sociopolitical forces continue to impact the position of vernaculars in India and that its linguistically diverse states and policy frameworks are unable to accommodate numerous languages on the margins. Keywords: Multilingualism; language policy and planning; official languages; education policy; policy implementation; Punjab; India; critical discourse analysis iii Dedication To my beloved family. iv Acknowledgements Firstly, I would like to acknowledge and give sincere thanks to my thesis supervisor Dr. Mark Fettes for his undying support for my PhD studies. He has provided me with the vision to work on this topic as a labour of love. With his steady hand, this thesis has become what I hope is my contribution to a field of work that is dynamic and ever changing. He has been patient, motivating, and above all so generous with his knowledge that he shared with me. I would like to thank Dr. Steve Marshall for being part of my supervisory committee and for his insightful comments and encouragement. Dr. Daniele Moore’s and Dr. E. Annamalai’s willingness to serve as examiners in the middle of the summer vacation is gratefully appreciated. My family have been absolute rocks in this entire time, they have supported, cajoled and buoyed me along the way. My partner Parm, my children Simran, Suvi and Nav are like the bedrock that one needs along life’s journey. Thank you for all your endless love, your motivational messages and your constant encouragement to me. I could not have done this without you. My parents are smiling down on me, this I know and are beaming with pride, knowing all that it took to embark and stay with this long journey. v Table of Contents Approval ............................................................................................................................ ii Abstract .............................................................................................................................iii Dedication ........................................................................................................................ iv Acknowledgements ........................................................................................................... v Table of Contents ............................................................................................................. vi List of Tables ................................................................................................................... viii List of Figures................................................................................................................... ix List of Acronyms ................................................................................................................ x Mother Tongue, Languages and Policy Impacts .................................... 1 1.1. Introduction ............................................................................................................. 1 Context and Theoretical Framework ..................................................... 14 2.1. Key foci and themes .............................................................................................. 14 2.2. Why critical theory? ............................................................................................... 19 2.3. The historical roots of language planning ............................................................. 22 2.4. Critical Theory and LPP ........................................................................................ 26 2.5. Critical theory and LPP in the Indian Context ....................................................... 28 2.6. Critical theory and LPP in the local context ........................................................... 34 India’s language policy ........................................................................... 42 3.1. From Colonialization to Independence .................................................................. 42 3.2. Policy in a Multilingual Democracy ........................................................................ 50 3.3. A critical analysis of India’s language policy ......................................................... 59 3.3.1. Hindi and English: rivalry or complicity? ........................................................ 60 3.3.2. The neglect of minority languages ................................................................ 62 3.3.3. Multilingualism in education .......................................................................... 65 Methodology ............................................................................................ 70 4.1. Critical Discourse Analysis and language planning and policy ............................. 70 4.2. Data collection ....................................................................................................... 73 Punjabi and Punjab – language policy development and implementation .................................................................................................... 83 5.1. Punjab and Punjabi: an introduction ..................................................................... 83 5.2. History of Punjabi language planning and policy .................................................. 87 5.3. Punjab School Board of Education ....................................................................... 92 5.4. Impact of language planning and policy discourse at the PSEB ........................... 99 5.4.1. Circular # 146, Implementation of Parho Punjab, Paraho Punjab Project in Schools, 04/15/.2018 ........................................................................................... 101 5.4.2. Circular # 5, Model Test Paper Class 8th Science ....................................... 105 5.4.3. Circular #136, Regarding Punjab State Language Act, 2008, 5/9/2018 ..... 105 vi 5.4.4. Circular #71, Implementation of Buddy Group System in Schools, 12/10/2018 .................................................................................................................... 106 5.4.5. Circular # 100, Parho Punjab Paraho Punjab meeting through Edusat, 08/20/2018; Circular #101, One day workshop on Punjabi subject under Parho Punjab Paraho Punjab Project, 16/08/2018 ........................................................................... 107 5.4.6. SCERT Learning outcomes, 2017 related to Circular #144, Display of Learning Outcomes in classrooms, 4/17/2018 .......................................................... 108 5.4.7. Circular # 144, Display of Learning Outcomes in Classrooms, 04/17/2018 109 5.4.8. Circular # 98, Improvement in vocabulary of students for Punjabi subject, 08/28/2018; Circular # 169, English subject competition under Parho Punjab, 2/3/2018 .................................................................................................................... 110 5.4.9. Circular #19 – Admission in pre-primary classes 12/15/2018 ..................... 111 5.4.10. Circular #15 -Admission of Students in Govt. Schools, 12/17/2018 ........ 112 5.4.11. Circular #181 - Parent Teacher Meeting, 7/28/2017 ............................... 112 5.4.12. Circular # 40 – Punjab Transparency and Accountability in Delivery of Public Services Act 2018, 11/14/2018 ......................................................................
Load more

Recommended publications
  • India Foundation for the Arts (IFA) Majha House, Amritsar August 30
    IndiaFoundationfortheArts(IFA)incollaborationwithMajhaHouse,Amritsarpresents August30and31,2019 ConferenceHall,GuruNanakBhawan,GuruNanakDevUniversity MakkaSinghColony,Amritsar,Punjab143005 August30,2019 10:00AM-10:15AM:Inauguration 10:15AM-11:45AM:OutofThinAir (ShabaniHassanwalia&SamreenFarooqui|Hindi/EnglishwithEnglishsubtitles|50min) ShabaniHassanwaliawillbepresentforaQ&Aafterthescreening 11:45AM-12:00PM:TeaBreak 12:00PM-01:15PM:LehKharyok (TashiMorup,LadakhArtsandMediaOrganisation|Ladakhi/EnglishwithEnglishsubtitles|59min) 01:15PM-02:15PM:Lunch 02:15PM-03:30PM:CityofPhotos (NishthaJain|Englishwithsubtitles|60min) 03:30PM-04:45PM:KitteMilVeMahi (AjayBharadwaj|PunjabiwithEnglishsubtitles|72min) 04:45PM-05:00PM:TeaBreak 05:00PM-06:30PM:Gali (SamreenFarooqui&ShabaniHassanwalia|Hindi/PunjabiwithEnglishsubtitles|52min) ShabaniHassanwaliawillbepresentforaQ&Aafterthescreening August31,2019 10:15AM-11:45AM:KumarTalkies (PankajRishiKumar|HindiwithEnglishsubtitles|76min) 11:45AM-12:00PM:TeaBreak 12:00PM-01:30PM:TheNineMonths (MerajurRahmanBaruah|AssamesewithEnglishsubtitles|77min) 01:30PM-02:15PM:Lunch 02:15PM-03:30PM:I,Dance (SonyaFatahandRajivRao|English/Hindi/Urdu|60min) 03:30PM-05:00PM:Pala (GurvinderSingh|PunjabiwithEnglishsubtitles|83min) IFAFILMFESTIVAL 05:00PM-05:15PM:TeaBreak 05:15PM-06:30PM:TheCommonTask (PallaviPaul|English/HindiwithEnglishsubtitles|52min) PallaviPaulwillbepresentforaQ&Aafterthescreening 06:30PM-07:00PM:ClosingRemarks AllthefilmsbeingscreenedhavebeensupportedbyIFA www.indiaifa.org /IndiaIFA GURU NANAK DEV UNIVERSITY
    [Show full text]
  • 2020 Language Need and Interpreter Use Study, As Required Under Chair, Executive and Planning Committee Government Code Section 68563 HON
    JUDICIAL COUNCIL OF CALIFORNIA 455 Golden Gate Avenue May 15, 2020 San Francisco, CA 94102-3688 Tel 415-865-4200 TDD 415-865-4272 Fax 415-865-4205 www.courts.ca.gov Hon. Gavin Newsom Governor of California HON. TANI G. CANTIL- SAKAUYE State Capitol, First Floor Chief Justice of California Chair of the Judicial Council Sacramento, California 95814 HON. MARSHA G. SLOUGH Re: 2020 Language Need and Interpreter Use Study, as required under Chair, Executive and Planning Committee Government Code section 68563 HON. DAVID M. RUBIN Chair, Judicial Branch Budget Committee Chair, Litigation Management Committee Dear Governor Newsom: HON. MARLA O. ANDERSON Attached is the Judicial Council report required under Government Code Chair, Legislation Committee section 68563, which requires the Judicial Council to conduct a study HON. HARRY E. HULL, JR. every five years on language need and interpreter use in the California Chair, Rules Committee trial courts. HON. KYLE S. BRODIE Chair, Technology Committee The study was conducted by the Judicial Council’s Language Access Hon. Richard Bloom Services and covers the period from fiscal years 2014–15 through 2017–18. Hon. C. Todd Bottke Hon. Stacy Boulware Eurie Hon. Ming W. Chin If you have any questions related to this report, please contact Mr. Douglas Hon. Jonathan B. Conklin Hon. Samuel K. Feng Denton, Principal Manager, Language Access Services, at 415-865-7870 or Hon. Brad R. Hill Ms. Rachel W. Hill [email protected]. Hon. Harold W. Hopp Hon. Hannah-Beth Jackson Mr. Patrick M. Kelly Sincerely, Hon. Dalila C. Lyons Ms. Gretchen Nelson Mr.
    [Show full text]
  • RELG 357D1 Sanskrit 2, Fall 2020 Syllabus
    RELG 357D1: Sanskrit 2 Fall 2020 McGill University School of Religious Studies Tuesdays & Thursdays, 10:05 – 11:25 am Instructor: Hamsa Stainton Email: [email protected] Office hours: by appointment via phone or Zoom Note: Due to COVID-19, this course will be offered remotely via synchronous Zoom class meetings at the scheduled time. If students have any concerns about accessibility or equity please do not hesitate to contact me directly. Overview This is a Sanskrit reading course in which intermediate Sanskrit students will prepare translations of Sanskrit texts and present them in class. While the course will review Sanskrit grammar when necessary, it presumes students have already completed an introduction to Sanskrit grammar. Readings: All readings will be made available on myCourses. If you ever have any issues accessing the readings, or there are problems with a PDF, please let me know immediately. You may also wish to purchase or borrow a hard copy of Charles Lanman’s A Sanskrit Reader (1884) for ease of reference, but the ebook will be on myCourses. The exact reading on a given day will depend on how far we progressed in the previous class. For the first half of the course, we will be reading selections from the Lanman’s Sanskrit Reader, and in the second half of the course we will read from the Bhagavadgītā. Assessment and grading: Attendance: 20% Class participation based on prepared translations: 20% Test #1: 25% Test #2: 35% For attendance and class participation, students are expected to have prepared translations of the relevant Sanskrit text.
    [Show full text]
  • The What and Why of Whole Number Arithmetic: Foundational Ideas from History, Language and Societal Changes
    Portland State University PDXScholar Mathematics and Statistics Faculty Fariborz Maseeh Department of Mathematics Publications and Presentations and Statistics 3-2018 The What and Why of Whole Number Arithmetic: Foundational Ideas from History, Language and Societal Changes Xu Hu Sun University of Macau Christine Chambris Université de Cergy-Pontoise Judy Sayers Stockholm University Man Keung Siu University of Hong Kong Jason Cooper Weizmann Institute of Science SeeFollow next this page and for additional additional works authors at: https:/ /pdxscholar.library.pdx.edu/mth_fac Part of the Science and Mathematics Education Commons Let us know how access to this document benefits ou.y Citation Details Sun X.H. et al. (2018) The What and Why of Whole Number Arithmetic: Foundational Ideas from History, Language and Societal Changes. In: Bartolini Bussi M., Sun X. (eds) Building the Foundation: Whole Numbers in the Primary Grades. New ICMI Study Series. Springer, Cham This Book Chapter is brought to you for free and open access. It has been accepted for inclusion in Mathematics and Statistics Faculty Publications and Presentations by an authorized administrator of PDXScholar. Please contact us if we can make this document more accessible: [email protected]. Authors Xu Hu Sun, Christine Chambris, Judy Sayers, Man Keung Siu, Jason Cooper, Jean-Luc Dorier, Sarah Inés González de Lora Sued, Eva Thanheiser, Nadia Azrou, Lynn McGarvey, Catherine Houdement, and Lisser Rye Ejersbo This book chapter is available at PDXScholar: https://pdxscholar.library.pdx.edu/mth_fac/253 Chapter 5 The What and Why of Whole Number Arithmetic: Foundational Ideas from History, Language and Societal Changes Xu Hua Sun , Christine Chambris Judy Sayers, Man Keung Siu, Jason Cooper , Jean-Luc Dorier , Sarah Inés González de Lora Sued , Eva Thanheiser , Nadia Azrou , Lynn McGarvey , Catherine Houdement , and Lisser Rye Ejersbo 5.1 Introduction Mathematics learning and teaching are deeply embedded in history, language and culture (e.g.
    [Show full text]
  • The Kharoṣṭhī Documents from Niya and Their Contribution to Gāndhārī Studies
    The Kharoṣṭhī Documents from Niya and Their Contribution to Gāndhārī Studies Stefan Baums University of Munich [email protected] Niya Document 511 recto 1. viśu͚dha‐cakṣ̄u bhavati tathāgatānaṃ bhavatu prabhasvara hiterṣina viśu͚dha‐gātra sukhumāla jināna pūjā suchavi paramārtha‐darśana 4 ciraṃ ca āyu labhati anālpakaṃ 5. pratyeka‐budha ca karoṃti yo s̄ātravivegam āśṛta ganuktamasya 1 ekābhirāma giri‐kaṃtarālaya 2. na tasya gaṃḍa piṭakā svakartha‐yukta śamathe bhavaṃti gune rata śilipataṃ tatra vicārcikaṃ teṣaṃ pi pūjā bhavatu [v]ā svayaṃbhu[na] 4 1 suci sugaṃdha labhati sa āśraya 6. koḍinya‐gotra prathamana karoṃti yo s̄ātraśrāvaka {?} ganuktamasya 2 teṣaṃ ca yo āsi subha͚dra pac̄ima 3. viśāla‐netra bhavati etasmi abhyaṃdare ye prabhasvara atīta suvarna‐gātra abhirūpa jinorasa te pi bhavaṃtu darśani pujita 4 2 samaṃ ca pādo utarā7. imasmi dāna gana‐rāya prasaṃṭ́hita u͚tama karoṃti yo s̄ātra sthaira c̄a madhya navaka ganuktamasya 3 c̄a bhikṣ̄u m It might be going to far to say that Torwali is the direct lineal descendant of the Niya Prakrit, but there is no doubt that out of all the modern languages it shows the closest resemblance to it. [...] that area around Peshawar, where [...] there is most reason to believe was the original home of Niya Prakrit. That conclusion, which was reached for other reasons, is thus confirmed by the distribution of the modern dialects. (Burrow 1936) Under this name I propose to include those inscriptions of Aśoka which are recorded at Shahbazgaṛhi and Mansehra in the Kharoṣṭhī script, the vehicle for the remains of much of this dialect. To be included also are the following sources: the Buddhist literary text, the Dharmapada found in Khotan, written likewise in Kharoṣṭhī [...]; the Kharoṣṭhī documents on wood, leather, and silk from Caḍ́ota (the Niya site) on the border of the ancient kingdom of Khotan, which represented the official language of the capital Krorayina [...].
    [Show full text]
  • Sanskrit Alphabet
    Sounds Sanskrit Alphabet with sounds with other letters: eg's: Vowels: a* aa kaa short and long ◌ к I ii ◌ ◌ к kii u uu ◌ ◌ к kuu r also shows as a small backwards hook ri* rri* on top when it preceeds a letter (rpa) and a ◌ ◌ down/left bar when comes after (kra) lri lree ◌ ◌ к klri e ai ◌ ◌ к ke o au* ◌ ◌ к kau am: ah ◌ं ◌ः कः kah Consonants: к ka х kha ga gha na Ê ca cha ja jha* na ta tha Ú da dha na* ta tha Ú da dha na pa pha º ba bha ma Semivowels: ya ra la* va Sibilants: sa ш sa sa ha ksa** (**Compound Consonant. See next page) *Modern/ Hindi Versions a Other ऋ r ॠ rr La, Laa (retro) औ au aum (stylized) ◌ silences the vowel, eg: к kam झ jha Numero: ण na (retro) १ ५ ॰ la 1 2 3 4 5 6 7 8 9 0 @ Davidya.ca Page 1 Sounds Numero: 0 1 2 3 4 5 6 7 8 910 १॰ ॰ १ २ ३ ४ ६ ७ varient: ५ ८ (shoonya eka- dva- tri- catúr- pancha- sás- saptán- astá- návan- dásan- = empty) works like our Arabic numbers @ Davidya.ca Compound Consanants: When 2 or more consonants are together, they blend into a compound letter. The 12 most common: jna/ tra ttagya dya ddhya ksa kta kra hma hna hva examples: for a whole chart, see: http://www.omniglot.com/writing/devanagari_conjuncts.php that page includes a download link but note the site uses the modern form Page 2 Alphabet Devanagari Alphabet : к х Ê Ú Ú º ш @ Davidya.ca Page 3 Pronounce Vowels T pronounce Consonants pronounce Semivowels pronounce 1 a g Another 17 к ka v Kit 42 ya p Yoga 2 aa g fAther 18 х kha v blocKHead
    [Show full text]
  • FOREWORD the Need to Prepare a Clear and Comprehensive Document
    FOREWORD The need to prepare a clear and comprehensive document on the Punjab problem has been felt by the Sikh community for a very long time. With the release of this White Paper, the S.G.P.C. has fulfilled this long-felt need of the community. It takes cognisance of all aspects of the problem-historical, socio-economic, political and ideological. The approach of the Indian Government has been too partisan and negative to take into account a complete perspective of the multidimensional problem. The government White Paper focusses only on the law and order aspect, deliberately ignoring a careful examination of the issues and processes that have compounded the problem. The state, with its aggressive publicity organs, has often, tried to conceal the basic facts and withhold the genocide of the Sikhs conducted in Punjab in the name of restoring peace. Operation Black Out, conducted in full collaboration with the media, has often led to the circulation of one-sided versions of the problem, adding to the poignancy of the plight of the Sikhs. Record has to be put straight for people and posterity. But it requires volumes to make a full disclosure of the long history of betrayal, discrimination, political trickery, murky intrigues, phoney negotiations and repression which has led to blood and tears, trauma and torture for the Sikhs over the past five decades. Moreover, it is not possible to gather full information, without access to government records. This document has been prepared on the basis of available evidence to awaken the voices of all those who love justice to the understanding of the Sikh point of view.
    [Show full text]
  • Aesthetics, Subjectivity, and Classical Sanskrit Women Poets
    Voices from the Margins: Aesthetics, Subjectivity, and Classical Sanskrit Women Poets by Kathryn Marie Sloane Geddes B.A., The University of British Columbia, 2016 A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS in THE FACULTY OF GRADUATE AND POSTDOCTORAL STUDIES (Asian Studies) THE UNIVERSITY OF BRITISH COLUMBIA (Vancouver) August 2018 © Kathryn Marie Sloane Geddes 2018 The following individuals certify that they have read, and recommend to the Faculty of Graduate and Postdoctoral Studies for acceptance, a thesis/dissertation entitled: Voices from the Margins: Aesthetics, Subjectivity, and Classical Sanskrit Women Poets submitted by Kathryn Marie Sloane Geddes in partial fulfillment of the requirements for the degree of Master of Arts in Asian Studies Examining Committee: Adheesh Sathaye, Asian Studies Supervisor Thomas Hunter, Asian Studies Supervisory Committee Member Anne Murphy, Asian Studies Supervisory Committee Member Additional Examiner ii Abstract In this thesis, I discuss classical Sanskrit women poets and propose an alternative reading of two specific women’s works as a way to complicate current readings of Classical Sanskrit women’s poetry. I begin by situating my work in current scholarship on Classical Sanskrit women poets which discusses women’s works collectively and sees women’s work as writing with alternative literary aesthetics. Through a close reading of two women poets (c. 400 CE-900 CE) who are often linked, I will show how these women were both writing for a courtly, educated audience and argue that they have different authorial voices. In my analysis, I pay close attention to subjectivity and style, employing the frameworks of Sanskrit aesthetic theory and Classical Sanskrit literary conventions in my close readings.
    [Show full text]
  • Growth of Urban Population in Malwa (Punjab)
    International Journal of Scientific and Research Publications, Volume 8, Issue 7, July 2018 34 ISSN 2250-3153 Growth of Urban Population in Malwa (Punjab) Kamaljit Kaur DOI: 10.29322/IJSRP.8.7.2018.p7907 http://dx.doi.org/10.29322/IJSRP.8.7.2018.p7907 Abstract: This study deals with the spatial analysis of growth of urban population. Malwa region has been taken as a case study. During 1991-2001, the urban growth has been shown in Malwa region of Punjab. The large number of new towns has emerged in this region during 1991-2001 periods. Urban growth of Malwa region as well as distribution of urban centres is closely related to accessibility and modality factors. The large urban centres are located along major arteries. International border with an unfriendly neighbour hinders urban growth. It indicates that secondary activities have positive correlation with urban growth. More than 90% of urban population of Malwa region lives in large and medium towns of Punjab. More than 50% lives in large towns. Malwa region is agriculturally very prosperous area. So Mandi towns are well distributed throughout the region. Keywords: Growth, Urban, Population, Development. I. INTRODUCTION The distribution of urban population and its growth reflect the economic structure of population as well as economic growth of the region. The urban centers have different socio economic value systems, degree of socio-economic awakening than the rural areas. Although Urbanisation is an inescapable process and is related to the economic growth of the region but regional imbalances in urbanization creates problems for Planners so urban growth need to be channelized in planned manner and desired direction.
    [Show full text]
  • Punjab: a Background
    2. Punjab: A Background This chapter provides an account of Punjab’s Punjab witnessed important political changes over history. Important social and political changes are the last millennium. Its rulers from the 11th to the traced and the highs and lows of Punjab’s past 14th century were Turks. They were followed by are charted. To start with, the chapter surveys the Afghans in the 15th and 16th centuries, and by Punjab’s history up to the time India achieved the Mughals till the mid-18th century. The Sikhs Independence. Then there is a focus on the Green ruled over Punjab for over eighty years before the Revolution, which dramatically transformed advent of British rule in 1849. The policies of the Punjab’s economy, followed by a look at the Turko-Afghan, Mughal, Sikh and British rulers; and, tumultuous period of Naxalite-inspired militancy in the state. Subsequently, there is an account of the period of militancy in the state in the 1980s until its collapse in the early 1990s. These specific events and periods have been selected because they have left an indelible mark on the life of the people. Additionally, Punjab, like all other states of the country, is a land of three or four distinct regions. Often many of the state’s characteristics possess regional dimensions and many issues are strongly regional. Thus, the chapter ends with a comment on the regions of Punjab. History of Punjab The term ‘Punjab’ emerged during the Mughal period when the province of Lahore was enlarged to cover the whole of the Bist Jalandhar Doab and the upper portions of the remaining four doabs or interfluves.
    [Show full text]
  • Role of Dalit Diaspora in the Mobility of the Disadvantaged in Doaba Region of Punjab
    DOI: 10.15740/HAS/AJHS/14.2/425-428 esearch aper ISSN : 0973-4732 Visit us: www.researchjournal.co.in R P AsianAJHS Journal of Home Science Volume 14 | Issue 2 | December, 2019 | 425-428 Role of dalit diaspora in the mobility of the disadvantaged in Doaba region of Punjab Amanpreet Kaur Received: 23.09.2019; Revised: 07.11.2019; Accepted: 21.11.2019 ABSTRACT : In Sikh majority state Punjab most of the population live in rural areas. Scheduled caste population constitute 31.9 per cent of total population. Jat Sikhs and Dalits constitute a major part of the Punjab’s demography. From three regions of Punjab, Majha, Malwa and Doaba,the largest concentration is in the Doaba region. Proportion of SC population is over 40 per cent and in some villages it is as high as 65 per cent.Doaba is famous for two factors –NRI hub and Dalit predominance. Remittances from NRI, SCs contributed to a conspicuous change in the self-image and the aspirations of their families. So the present study is an attempt to assess the impact of Dalit diaspora on their families and dalit community. Study was conducted in Doaba region on 160 respondents. Emigrants and their families were interviewed to know about remittances and expenditure patterns. Information regarding philanthropy was collected from secondary sources. Emigration of Dalits in Doaba region of Punjab is playing an important role in the social mobility. They are in better socio-economic position and advocate the achieved status rather than ascribed. Majority of them are in Gulf countries and their remittances proved Authror for Correspondence: fruitful for their families.
    [Show full text]
  • NAAC Bangalore Submitted By:- Dr. Hsgosal Principal, GNC, Narangwal Website
    Submitted to:- NAAC Bangalore Submitted By:- Dr. H.S.Gosal Principal, GNC, Narangwal Website:- www.gncnarangwal.com EMail:- [email protected] Phone:- (M) 9872900720 (O) 0161-2864239 1 Self Study Report Contents Page No. I. Executive Summary 3 - 8 II. Profile of the College 9-19 III. Criterion-Wise Inputs Criterion 1: Curricular Aspects 20-32 Criterion 2: Teaching, Learning 33-58 and Evaluation Criterion 3: Research, Consultancy 59-83 and Extension Criterion 4: Infrastructure and 84-105 Learning Resources Criterion 5: Students Support and 106-127 Progression Criterion 6: Organisation and Management 128-142 Criterion 7: Healthy Practices 143-157 IV. Inputs from Departments: 1. Department of Computer Science 158-162 2. Department of Chemistry 163-167 3. Department of Economics 168-172 4. Department of English 173-177 5. Department of History 178-182 6. Department of Mathematics 183-189 7. Department of Physical Education 190-200 8. Department of Physics 201-206 9. Department of Police Administration, 207-210 Human Right and Duties 10. Department of Political Science 211-215 11. Department of Punjabi 216-225 V. Abbreviation 226 VI. Declaration by the Head of the Institution 227 2 Executive Summary The Patna Sahib Education Trust was set up on 13th August, 1962 by visionary personality S. Joginder Singh of village Narangwal with the aim of establishing a Medical college for rural area on pattern similar to Guru Nanak Engineering College, Ludhiana. However, the basic plan however could not materialize because of the untimely death of S. Partap Singh Kairon, then Chief Minister of Punjab. S. Joginder Singh, founder of Patna Sahib Education Trust seriously felt the dire need to establish rural college/university to meet the requirements of rural areas.
    [Show full text]