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Egalitarianism. Meaning. Egalitarianism is an ideology, principle or doctrine referring to equal rights, benefits and opportunities or equal treatment for all citizens of a society.
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Meaning • Egalitarianism is an ideology, principle or doctrine referring to equal rights, benefits and opportunities or equal treatment for all citizens of a society. • It is a political doctrine that holds that all people should be treated as equals and have the same political, economic, social, and civil rights. .
Need for Egalitarianism • Closed and heterogeneous Indian society • Multiple complexities and divisions • Discrimination on the basis of - Sex, - Caste, - Religion and - Disability.
Need for Egalitarianism • Patriarchal society, • Women face discrimination • Reflected in the sex ratio & low literacy levels • caste system – traditional society • Leads to severe oppression and segregation of the lower castes
Need for Egalitarianism • Discrimination based on cultural norms, beliefs, practices and customs deriving its legitimacy from the principles of caste system and religion. • Limits access to various freedoms, including education
Need for Egalitarianism • Disability is another area which has experienced low priority in the service sector. • Disabled people’s needs are not addressed in our society. Inclusive education has not become a reality yet.
Need for Egalitarianism • Discrimination based on the religion of an individual cuts across gender, caste/tribe, class and disability. • Marginalisation of minorities • Under-represented in nation-building activities
Impact • Deprivation • Poverty and ignorance • Poor, pathetic living conditions • Religious exploitation and superstition • Identity crisis, isolation • No human dignity • No dignity of labour • Low status • Mental block
Impact • Humiliation • Dependency syndrome • Inferiority complex • Communication gap • Escapism • We and they feeling • Suspicion • Poor performance • Crisis and conflict
Solution • Needed a higher platform to have equal access • The Constitution of India - the Part III, - Fundamental Rights, made powerful provisions to combat all forms of discrimination.
Solution • Identifying under-represented groups. • Caste,gender, religion, state of domicile (N-E States, Bihar and U P are under-represented), rural people, etc. • Reservationsintended to increase the social diversity in campuses and workplaces • Lowering the entry criteria for certain identifiable groups that are grossly under-represented
Reservation criteria • Gender (around 30% of seats are reserved for females in many institutions). • Sons/Daughters/Grandsons/Grand daughters of Freedom Fighters. • Physically handicapped. • Sports personalities. • Non-Resident Indians (NRIs).
Candidates sponsored by various organisations. • Those who have served in the armed forces(ex-serviceman quota). • Dependants of armed forces personnel killed in action. • Repatriates. • Those born from inter-caste marriages. • Widows and deserted women.
Relaxations • The minimum high school marks criteria are relaxed for reserved seats. For example in IIT JEE reserved category candidates scoring about 65% of the last admitted general category candidate are directly offered admission. Candidates not meeting this cutoff but scoring as low as half of this are offered admission to a one year preparatory course. • Age – Relaxation of upper age limit is 3 years for OBC candidates, 5 years for SC, ST candidates and 10 years for physically challenged candidates.
Fees, Hostel Room Rent etc • Tuition fees and room rent is waived. • 50% of the scholarships are reserved for SC/ST and OBC candidates • In each stream, 25% of scholarships are reserved for girl students and 10% for physically challenged candidates.
Role of Education The education system can play positive interventionist role in the • Empowerment of people and • Removal of all kinds of biases which are man-made.
Teachers can inculcate the ideas and the need for non-discrimination on the basis of sex, caste, religion, disability and also briefly explain racism. • Teachers can foster in children equality, promote and strengthen the constitutional culture/spirit and stability 3. To promote equality, an awareness of the inherent equality of all can be created through various curricular areas. 4. Education can motivate the younger generation for international cooperation and peaceful co-existence
Education leads to the development of new values through new design of curricula and text books, the training and orientation of teachers, decision makers and administrators and active involvement of educational institutions. • The curriculum, through its content and process should reflect the constitutional obligations • Schools can play an important role in preparing the younger generation for assuming their roles as constructive and responsible citizens.
For SCs & STs • Teachers can help to remove prejudices and complexes transmitted through the social environment and accident of birth. • Schools can carry out all educational programs in strict conformity with secular values. • Teachers can organize various co-curricular activities like debates, essays, street plays on secular themes like human dignity and values • Administrative staff can be sensitized • Education can strengthen the view that whole world is one family.
For Women • Teachers can give examples and illustrations showing women in different roles with different responsibilities • Teachers can depict men and women in shared roles through visual aids, puppets etc • Teachers can invite women writers, artists, musicians to talk with the students or give performance • Teachers can counter the prejudices that may be found in the textbooks
Teachers can practice gender equality in the classroom • Textbooks can be made free of gender bias and sex stereotypes • Teachers can ensure gender equality through curriculum transaction - their teaching should - be gender bias free and - portray boys and girls in shared roles - also women excelling in different walks of life
For Children with Disabilities • Schools should admit all types of disabled children irrespective of the extent of disability • Teachers should have basic general knowledge about the education of children with disabilities • Teachers should be able to modify teaching – learning strategies to teach children with disabilities
Schools should provide support material such as aids, appliances and books • Schools should arrange for specialist teacher support if possible • The need for non-discrimination should be taught to young children so that the disability does not become a handicap. • Young non-disabled children should be taught that disabled children are children first and disabled next.
