1. “State one reason why you think reservations play an important role in providing social justice to Dalits and Adivasis.”
Answer: Reservations help Dalits and Adivasis by giving them fair chances in education and jobs. Because these communities were kept away from good schools and jobs for many years, reservations make sure they get extra support to catch up and move ahead in society.
2. (Activity) “List of schemes:
- Scholarships for students
- Special police stations
- Special schemes for girls in government schools
What is this scheme about? How do you think it will help promote social justice?”
Answer (Sample Table):
- Scholarships for students
- What is this scheme about?
These are money-based aids given to students from poor or marginalised backgrounds (such as Dalits, Adivasis, or economically weaker groups) to pay school or college fees. - How do you think it will help promote social justice?
It helps children continue their studies without dropping out because of money problems. This gives them a fair opportunity to learn and build a better future.
- What is this scheme about?
- Special police stations
- What is this scheme about?
These are police stations or cells that focus on complaints from marginalised communities. They often handle cases of atrocities or violence against Dalits, Adivasis, women, etc. - How do you think it will help promote social justice?
These stations make it easier and safer for people from weaker sections to report crimes. They help ensure fair treatment and protect them from discrimination.
- What is this scheme about?
- Special schemes for girls in government schools
- What is this scheme about?
These schemes encourage girls to join and stay in school by providing free uniforms, scholarships, and sometimes mid-day meals or bicycles. - How do you think it will help promote social justice?
When more girls can go to school, they get an equal chance to study and improve their lives. It also reduces gender inequality and supports girl students from all communities.
- What is this scheme about?
3. “In your opinion does the force put on Rathnam to perform this ritual violate his Fundamental Rights? Why do you think the Dalit families were afraid of angering the powerful castes?”
Answer:
- Yes, forcing Rathnam to perform the ritual violates his Fundamental Rights, such as the right to equality and the right to freedom of choice. He was treated unfairly just because he was from a Dalit community.
- The Dalit families were afraid of the powerful castes because they depended on them for jobs and daily wages. They worried that if they upset these castes, they might lose their livelihoods or face social boycott and threats.
4. “Can you list two different provisions in the 1989 Act? Look up the glossary and write in your own words what you understand by the term ‘morally reprehensible’.”
Answer:
- One provision punishes anyone who forces a person from a Scheduled Caste or a Scheduled Tribe (SC/ST) to eat or drink something offensive or harmful.
- Another provision punishes people who unfairly take over the land of SC/ST communities or occupy it without their permission.
- ‘Morally reprehensible’ means an act that is very wrong and goes against the basic values of kindness, fairness, and respect. It is something that most people find shameful or disgusting.
5. “What do you understand by manual scavenging? Re-read the list of Fundamental Rights … List two rights that this practice violates. Why did the Safai Karamchari Andolan file a PIL in 2003? What did they complain about in their petition? What did the Supreme Court do on hearing their case in 2005?”
Answer:
- Manual scavenging means cleaning and carrying human and animal waste by hand or with simple tools. People usually put the waste in baskets and carry it on their heads to dump far away.
- This practice violates the:
- Right to Equality (because these workers are treated as if they are lower than others),
- Right to Dignity (because they are forced to do a job that is unsafe and demeaning).
- The Safai Karamchari Andolan filed a Public Interest Litigation (PIL) in 2003 because manual scavenging was still common, even though there was a law banning it. They complained that the 1993 Act was not enforced properly and that even government bodies (like railways) still used manual scavengers.
- In 2005, the Supreme Court ordered government departments to check if manual scavenging was happening under them. If found, the Court told them to stop it and rehabilitate (help and support) the people who had been doing this work.
Exercise Questions
1. “List two Fundamental Rights in the Constitution that Dalits can draw upon to insist that they be treated with dignity and as equals.”
Answer:
- The Right to Equality: This states that no person can be discriminated against because of caste, religion, or gender.
- The Right to Freedom: This includes the freedom to choose any work and to move freely without fear of unfair treatment.
2. “Re-read the story on Rathnam as well as the provisions of the 1989 Scheduled Castes and Scheduled Tribes (Prevention of Atrocities) Act. Now list one reason why you think he used this law to file a complaint.”
Answer: Rathnam used this law to file a complaint because it specifically punishes anyone who forces Dalits to do humiliating rituals, hurts them, or destroys their property. This Act was meant to protect Dalits from such atrocities and ensure they get justice.
3. “Why do Adivasi activists, including C.K. Janu, believe that Adivasis can also use this 1989 Act to fight against dispossession? Is there anything specific in the provisions of the Act that allows her to believe this?”
Answer:
- Adivasi activists believe they can use this Act because it punishes people who take away the land of tribal communities.
- The Act says that if anyone wrongly occupies or transfers land belonging to Scheduled Tribes, it is a punishable crime. This supports the Adivasis’ right to get their land back and stay protected from forced displacement.
4. “The poems and the song in this Unit allow you to see the range of ways in which individuals and communities express their opinions, their anger and their sorrow. In class, do the following two exercises:
(a) Bring to class a poem that discusses a social issue. Share this with your classmates. Work in small groups with two or more poems to discuss their meaning as well as what the poet is trying to communicate.
(b) Identify a marginalised community in your locality. Write a poem, or song, or draw a poster etc to express your feelings as a member of this community.”
Answer (Guidelines):
- (a) You may choose a short poem that talks about problems like inequality, poverty, or discrimination. Read it aloud in class and discuss what the poet is saying and how it relates to our real-life experiences.
- (b) Look around your area for groups who face harsh treatment or are often ignored (for example, sanitation workers, migrant workers, or certain tribal communities). Create a poem, song, or poster that shows how you would feel if you were part of that group. Share it with friends or family, and talk about ways to help or support them.