Mission Post 004 text
Categories
Mission Post 004 text
Access to justice refers to the ability of individuals to access the legal system and to have their legal rights protected and enforced. Access to justice is a fundamental right and is essential for the functioning of a fair and democratic society. However, many individuals, particularly those from marginalized and disadvantaged communities, face significant barriers to accessing justice.
Here are some ways in which access to justice can be improved:
1. Legal Aid: Legal aid programs can provide individuals who cannot afford legal representation with access to legal advice, assistance, and representation. Legal aid programs can be funded by governments, non-governmental organizations, and the private sector.
2. Simplification of Legal Processes: The legal system can be complex and difficult to navigate, particularly for those who do not have legal training. Simplifying legal processes and procedures can help to make them more accessible and understandable to individuals.
3. Alternative Dispute Resolution: Alternative dispute resolution (ADR) mechanisms, such as mediation and arbitration, can provide a faster and more affordable way of resolving disputes outside of the formal court system.
4. Technology: Technology can be used to improve access to justice, for example, by providing online legal resources and services, including legal advice, case management, and dispute resolution.
5. Public Legal Education: Public legal education programs can help to increase awareness and understanding of legal rights and responsibilities among the general public, including those from marginalized and disadvantaged communities.
6. Legal Empowerment: Legal empowerment programs can help to empower individuals and communities by providing them with the knowledge, skills, and tools necessary to understand and navigate the legal system.
7. Pro Bono Work: Lawyers and legal professionals can provide pro bono legal services to individuals and organizations that cannot afford legal representation.
In summary, improving access to justice requires a multi-faceted approach that involves legal aid programs, simplification of legal processes, alternative dispute resolution mechanisms, technology, public legal education, legal empowerment programs, and pro bono work by legal professionals. By addressing the barriers to access to justice, we can help to create a fair and equitable legal system that protects the rights of all individuals, regardless of their background or socio-economic status.
Education and scientific temperament are closely related. Scientific temperament refers to an attitude of mind that emphasizes the importance of evidence, reason, and critical thinking in the pursuit of knowledge. It is a way of approaching the world that is characterized by curiosity, skepticism, and a willingness to revise one’s beliefs based on new evidence. Education plays a crucial role in fostering scientific temperament by providing students with the skills, knowledge, and values necessary to engage in scientific inquiry and critical thinking.
Here are some ways in which education can help to promote scientific temperament:
In summary, education plays a crucial role in fostering scientific temperament by providing students with the skills, knowledge, and values necessary to engage in scientific inquiry and critical thinking. By encouraging inquiry, emphasizing evidence-based reasoning, developing critical thinking skills, promoting collaboration, and fostering ethics and values, education can help to create a society that is better equipped to address the complex challenges of the modern world.
Social values in sociology refer to the beliefs, norms, and standards that guide behavior and interaction in society. These values are not fixed but rather evolve over time through the influence of various factors such as culture, religion, education, politics, and economics. Social values can vary across different societies and also within the same society across different groups and classes.
Some examples of social values in sociology include:
These are just a few examples of social values in sociology, and they can vary widely depending on the cultural and historical context. Understanding social values is essential to understanding how societies function and change over time.
A Toda village called Mund is well-recognized by the presence of its Teepee like homes.
Toda, pastoral tribe of the Nīlgiri Hills of southern India. Numbering only about 800 in the early 1960s, they were rapidly increasing in population because of improved health facilities. The Toda language is Dravidian but is the most aberrant of that linguistic stock.
The Toda live in settlements of from three to seven small thatched houses scattered over the pasture slopes; built on a wooden framework, the typical house has an arched roof in the shape of a half barrel. The Toda traditionally trade dairy products, as well as cane and bamboo articles, with the other Nīlgiri peoples, receiving Baḍaga grain and cloth and Kota tools and pottery in exchange. Kurumba jungle people play music for Toda funerals and supply various forest products.
Toda religion centres on the all-important buffalo. Ritual must be performed for almost every dairy activity, from milking and giving the herds salt to churning butter and shifting pastures seasonally. There are ceremonies for the ordination of dairymen-priests, for rebuilding dairies, and for rethatching funerary temples. These rites and the complex funeral rituals are the major occasions of social intercourse, when intricate poetic songs alluding to the buffalo cult are composed and chanted.
Polyandry is fairly common; several men, usually brothers, may share one wife. When a Toda woman becomes pregnant one of her husbands ceremonially presents her with a toy bow and arrow, thus proclaiming himself the social father of her children.
Some Toda pasture land has come under recent cultivation by other peoples and much of it has been reforested. This threatens to undermine Toda culture by greatly diminishing the buffalo herds. A separate community of Toda (numbering 187 in 1960) converted to Christianity during the 20th century.
National Teachers day 2023
Aahat – The August Fest 2022
Equality in Diversity
National Teachers day 2022
This dual imagination of Indian nation, as B R Ambedkar forewarned, finds its manifestation even on the silver screen. India’s popular imagination of its colonial past has been that of a “haloed” history of Indian nationalism. Ambedkar has not been part of this popular imagination, and neither do the politics, history, and social movements of the marginalised. The assertion of the marginalised has hardly made it to the pre- and post-independence Indian cinema. Largely, the image of Indian nationalism in the popular imagination has been that of M K Gandhi, and Ambedkar and his social justice movements against Brahmanism have been absent from the public conscience.
This gaze of “othering,” silencing, and appropriating the existence of history, knowledge, and symbols of the marginalised communities have been tools employed by the upper-caste film-makers deliberately. Evidently in that process, they have not only capitalised on such discourses, but have also stripped the marginalised characters of their dignity and agency replicating the same hierarchical structures of caste on screen.
Author, feminist, and social activist Bell Hooks (1992) talks about the “traumatic relationship” with “gaze,” and how the gaze informed black parenting and black spectatorship in the United States (US). Her understanding of gaze resonated with my social position, and I began looking through the marginalised history of Buddha, Ambedkar, Jyotirao Phule, Periyar Ramasamy, and others. I have observed that the history documented by Eleanor Zelliot, Valerian Rodrigues, and political scientist Christopher Jaffrelot has been markedly different from the popular discourse sanctioned by the state.
This article is a critical reading of the Indian cinema as an institution and a site of ideological production. An “ideological state apparatus” (ISA) is basically a certain number of realities which present themselves to an immediate observer in the form of distinct and specialised institutions, such as religion, education, family, legal system, political domain, trade union, and communications systems (press, radio, and television). Cultural ISAs specifically include literature, art, sports, and cinema. As ISAs are institutions of private domain, cinema functions predominantly by ideology and impacts people at a private level (Althusser: 16–18). Thus, Indian cinema’s trajectory of expression can be traced one way or another to the sociopolitical ideology of the Indian state.
Indian film criticism has covered major sociopolitical themes of reform, including caste and communal representation, women’s identity and sexuality, as part of its analysis vis-à-vis film theory. The popular gaze, although touched upon caste from a periphery, the depth and reason to understand the “politics of caste” have been missing from the popular discourse. In its study of representation of the marginalised women on the screen, the popular discourse remains passive on the politics of caste and its intersection with gender. The question as regards the genesis of patriarchy and the political quest of a marginalised character on the silver screen remain unexplored. Drawing inspiration from Hooks’ “oppositional gaze,” the article explores Bollywood cinema from the lens of a spectator of marginalised communities, and analyses the trajectory and politics of caste and marginalised representations in them.
The marginalised in India are grouped under a wider Bahujan community. The term “Bahujan” comes from Buddha’s “Bahujan Hitay, Bahujan Sukhay” formulation, which literally translates as the interest and happiness of Bahujans. Kanshi Ram transformed Buddha’s philosophy into a material political identity of Bahujan, and unified Scheduled Castes, Scheduled Tribes, and Other Backward Classes of India. In popular discourse, Bahujans are also addressed as Dalits. I am refraining from using the term “Dalit” because it defines itself for being “broken people.” I am using “Bahujan” because of its inclusive identity. For convenience, let’s call this gaze “marginalised (Bahujan) spectatorship.”
So, is there really a Bahujan gaze through which Bahujans engage with the Indian cinema? Or, is there a Bahujan female gaze through which Bahujan women engage with the Indian cinema? What is their experience as spectators when they consume Indian cinema?
The Emergence of Oppositional Consciousness
Sandra Harding’s standpoint theory which provides us with a central argument that all knowledge is socially situated can help us analyse the popular gaze and Bahujan spectatorship in a critical way. Emerged in the 1970s and 1980s, standpoint theory is a feminist critical theory about relationship between the production of knowledge and practices of power. The theory has been presented as a way of empowering oppressed groups, of valuing their experiences, and of pointing towards a way to develop an “oppositional consciousness” as Patricia Collins (1989) observed. It insists that feminist concerns could not be restricted to, what are usually regarded as, only social and political issues but to concerns of knowledge, objectivity, rationality, and good scientific method. As a result, race, ethnicity-based, anti-imperial, queer, and social justice movements routinely produce standpoint themes (Harding 2004: 1–3).
In that respect, standpoint methodology has become a guiding force behind exploring Bahujan spectatorship. In this analysis, we will be looking at the relation between production of knowledge and practices of power, the relationship between ideology and ideological state apparatuses in understanding the popular gaze of Indian cinema’s representation of the marginalised subjects and themes. It also looks at how political context further influences film production, and its consumption by Bahujans.
This “oppositional consciousness” and the political strategy that Sandra suggested is what the marginalised in India have been invoking since the Bharatiya Janata Party (BJP) came into power in 2014. Leading this oppositional consciousness is Bahujan leadership from the start. It began with Rohith Vemula’s student movement and then mushroomed into Raya Sarkar’s ‘‘Me Too’’ movement, Rahul Sonpimple’s Birsa Ambedkar Phule Students’ Association (BAPSA) at Jawaharlal Nehru University, Chandrashekhar Azad’s Bhim Army, Sanghapali Aruna’s ‘‘Smash Brahminical Patriarchy’’ assertion, among others. The common thread that runs through all the above instances is an Ambedkarite assertion and an “oppositional consciousness.”
