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This book provides an overview of marginality or marginalization, as a concept, characterizing a situation of impediments – social, political, economic, physical, and environmental – that impact the abilities of many people and societies to improve their human condition. It examines a wide range of examples and viewpoints of societies struggling with poverty, social inequality and marginalization. Though the book will be especially interesting for those looking for insights into the situation and position of ethnic groups living in harsh mountainous conditions in the Himalayan region, examples from other parts of the world such as Kyrgyzstan, Israel, Switzerland and Finland provide an opportunity for comparison of marginality and marginalization from around the world. Also addressed are issues such as livelihood, outmigration and environmental threats, taking into account the conditions, scale and perspective of observation. Throughout the text, particular attention is given to the context and concept of ‘marginalization’, which sadly remains a persistent reality of human life. It is in this context that this book seeks to advance our global understanding of what marginalization is, how it is manifested and what causes it, while also proposing remedial strategies.
Politics in Contemporary India is a comprehensive exploration of the dynamic landscape of Indian politics in the 21st century. As a nation of unparalleled diversity, complexity, and vibrancy, India's political journey continues to captivate scholars, policymakers, and citizens alike. This book seeks to unravel the intricate tapestry of Indian politics, offering insights into its evolving structures, processes, and challenges. At the heart of this endeavor lies a deep appreciation for the rich tapestry of India's political landscape. From the intricacies of federalism and center-state relations to the dynamics of party politics and electoral behavior, each chapter delves into key facets of Indian democracy, shedding light on its triumphs, trials, and transformations.
India's over 200 million Dalits, once called "untouchables," have been mobilized by social movements and political parties, but the outcomes of this mobilization are puzzling. Dalits' ethnic parties have performed poorly in elections in states where movements demanding social equality have been strong while they have succeeded in states where such movements have been entirely absent or weak. In Mobilizing the Marginalized, Amit Ahuja demonstrates that the collective action of marginalized groups--those that are historically stigmatized and disproportionately poor ED is distinct. Drawing on extensive original research conducted across four of India's largest states, he shows, for the marginalized, social mobilization undermines the bloc voting their ethnic parties' rely on for electoral triumph and increases multi-ethnic political parties' competition for marginalized votes. He presents evidence showing that a marginalized group gains more from participating in a social movement and dividing support among parties than from voting as a bloc for an ethnic party.
Indian Politics and Political Processes explores the key ideas, foundations, continuities, major shifts and challenges to the state and democracy in modern India. The book presents an in-depth analysis of recent issues and challenges confronting the Indian state and politics. Presenting a comprehensive account of the major trajectories of Indian politics, this book introduces the readers to the existing literature and enables them to think critically about major issues and institutions of politics and democracy. The chapters engage critically with the historical antecedents, major debates, and recent developments. The book also elaborately deals with issues such as populism, religious movements, minority rights, health, and the environment, which are often ignored or side-lined in the available literature on Indian politics and political processes. The book will be useful to the students, teachers and researchers pursuing courses in political science, South Asian Studies, and international/global politics and economics. It will also be an informative read for those interested in contemporary South Asian politics.
"The 77-page report documents discrimination by school authorities in four Indian states against Dalit, tribal, and Muslim children. The discrimination creates an unwelcome atmosphere that can lead to truancy and eventually may lead the child to stop going to school. Weak monitoring mechanisms fail to identify and track children who attend school irregularly, are at risk of dropping out, or have dropped out."--Publisher's website.
The phenomenon of caste has probably aroused more controversy than any other aspect of Indian life and thought. Susan Bayly's cogent and sophisticated analysis explores the emergence of the ideas, experiences and practices which gave rise to the so-called 'caste society' from the pre-colonial period to the end of the twentieth century. Using an historical and anthropological approach, she frames her analysis within the context of India's dynamic economic and social order, interpreting caste not as an essence of Indian culture and civilization, but rather as a contingent and variable response to the changes that occurred in the subcontinent's political landscape through the colonial conquest. The idea of caste in relation to Western and Indian 'orientalist' thought is also explored.
This book explores the role of public action in eliminating deprivation and expanding human freedoms in India. The analysis is based on a broad and integrated view of development, which focuses on well-being and freedom rather than the standard indicators of economic growth. The authors placehuman agency at the centre of stage, and stress the complementary roles of different institutions (economic, social, and political) in enhancing effective freedoms.In comparative international perspective, the Indian economy has done reasonably well in the period following the economic reforms initiated in the early nineties. However, relatively high aggregate economic growth coexists with the persistence of endemic deprivation and deep social failures. JeanDreze and Amartya Sen relate this imbalance to the continued neglect, in the post-reform period, of public involvement in crucial fields such as basic education, health care, social security, environmental protection, gender equity, and civil rights, and also to the imposition of new burdens such asthe accelerated expansion of military expenditure. Further, the authors link these distortions of public priorities with deep-seated inequalities of social influence and political power. The book discusses the possibility of addressing these biases through more active democratic practice.
Why are children from disadvantaged and minority communities overrepresented among academic underachievers, poor learners, and school dropouts? This volume engages with this question and examines classroom learning as a process that involves a multitude of actors situated in specific social, cultural, and historical contexts. The volume covers an interdisciplinary spectrum of educational processes, contexts, educational ambitions, and limitations of low-caste, working-class, and middle-class students from different Indian communities and regions. The volume delves into the problem of academic underperformance from a social identity perspective and probes into social context-based variability in classroom learning, systemic disadvantages in the form of negative stereotypes, and the family as an under-studied social group in all discussions of schooling. It also examines the teachers’ perceptions and attitudes towards Adivasi students and other minority groups in primary schools and their effect on children’s classroom engagement. The chapters in this volume provide insights into unresolved and critical research questions that require the attention of teachers, school management, educators, and policymakers alike. This book will also be useful for academicians, policymakers, teacher educators, pedagogic practitioners in India and abroad, and state and central government institutions working on school education, educational psychology, policymaking in education, learning methods, and research on educational enhancement.