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1

CULTURAL DEMOCRACY AND SCHOOLING IN INDIA: A SUBALTERN PERSPECTIVE

100%
Manojan K. P.
Pedagogický časopis (Journal of Pedagogy)
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2019
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vol. 10
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issue 2
101 – 121
EN
It is argued that educational spaces often maintain certain forms of hierarchical cultural patterns to reproduce an unequal civil society. The history and contemporary nature of Indian civil society, ridden with relations of caste and class, often interpellate its agenda of hierarchical order in the cultures of schooling. Children from marginalized communities, particularly from the Adivasi (tribal) cultures, are more vulnerable to these undercurrents, and this often results in their dispirited autonomous participation in schooling. The content and nature of the curriculum and modes of pedagogical interactions are the focal channels of its operationalization. In recent times and earlier, various forms of contestations had emerged against this dominant agenda, particularly from subaltern contexts. These took the form of democratic resistances seeking to establish democratic cultures in classrooms and schools (Apple C James, 2007; Darder et.al, 2009). Creating a sphere of this order would promise to enable children to become transformative human beings and autonomous intellectuals. Viewing the regime of education as both liberal and oppressive (McLaren, 2009), this paper is an attempt to engage with democratic concerns in the realm of schooling in India within the relations of culture, knowledge and its politics.
2

DYNAMICS AND DETERMINANTS OF ECONOMIC DEVELOPMENT OF INDIA (Dynamika i determinanty rozwoju gospodarczego Indii)

100%
Bywalec G.
Ekonomista
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2010
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issue 3
373-394
EN
The article describes the development experience of India since its nascency as a democratic state in 1947. The early adopted economic system of the so-called 'Indian socialism', which included both elements of a free market and of central planning, failed to bring the expected results. The Indian economy experienced slow growth. and India's share in the Asian and world economy was systematically decreasing. In the early 1990-ties India introduced radical reforms aimed at liberalization of the economy and its opening towards the world. The reforms positively influenced the process of modernization of the economy and accelerated its development. The Indian economy has become one of the biggest and fastest developing in the world. The paper includes an international comparison of competitiveness of the Indian economy. It shows that India has great chances of dynamic development in the future.
3

INDICKÁ FILOZOFIA NA PRELOME TISÍCROČÍ

100%
Hajko D.
Filozofia (Philosophy)
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2014
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vol. 69
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issue 9
786 – 796
EN
The 20th century India witnessed a quite strong tendency towards the separation of philosophy from religion, regarding them as two autonomous phenomena. This tendency corresponded with a more general endeavour, namely getting philosophy closer to science. The author focuses especially on the new streams, which appeared by the end of the millennium and are still relevant today. These include philosophy of science, feminist philosophy, Gandhian philosophy, postcolonial studies (in terms of their importance for philosophy) as well as still reverberant existentialist and Marxist doctrines.
4

IDENTITY, DOMINANCE AND CONTESTATION: YOUNG PEOPLE’S ENGAGEMENT WITH HERITAGE AND CULTURE

100%
Kharat S.
Slovenský národopis (Slovak Ethnology)
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2021
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vol. 69
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issue 3
416 - 431
EN
The exclusionary identities plaguing our contemporary times have strong linkages with the heritage and culture of communities. Heritage is a construct that not only records the past but is also created for contemporary social and political needs. Based on ethnographic fieldwork at two publicly contested heritage sites in Maharashtra, India, this paper seeks to understand, young people’s interactions with heritage and culture. These two sites are an ancient Buddhist monument combined with a Hindu temple and a museum articulating elitist narratives of Maharashtra’s past. We found that young people’s heritage conceptions are deeply rooted in inter-connected political identities of belonging to a region and a nation; and regionally popular symbols such as Shivaji and hill forts play a significant role in shaping them. Our fieldwork shows that the heritage represented by some institutions reproduces the broader social dominations and injustice. Worryingly, some of these projections are accepted by young people as their own heritage. This normalizes the partial representation of heritage. Some young people, however, contest some of those dominant projections and hold diverse ideas on heritage. These conceptions provide fertile ground for young people’s political engagement with the idea of heritage and are a call for them to participate in the current contest over India’s past. Diversity and contestations are hallmarks of heritage and culture in India. In that context, the paper enriches our understandings of those discursive and power laden processes that shape the formation of heritage and culture among youth, not only in the global South but also across the world.
5
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Islam and Oil in the Policy of Iran Towards India

100%
Zahirinejad M.
Hemispheres. Studies on Cultures and Societies
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2011
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issue 26
117-130
EN
The Islamic Republic of Iran’s attempt to bolster its power among some Asian countries such as India has involved a variety of political and economical decisions. While it has tried to improve its influence among the Indian Muslim communities, it has found the energy as the best way to grow its relations with the Indian government to make strategic ties. Although Iran has followed these policies for many years, it seems that it does not have its previous influences among the Indian Muslims. In addition, Iran’s oil and gas production besides its energy relations have been limited due to some internal and international factors such as energy sanctions imposed by U.S. The present study attempts to analyze the factors behind Iran’s undermined role in India.
6
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INDIA'S POSITION IN INTERNATIONAL RELATIONS AT THE TURN OF THE CENTURY

100%
Zajaczkowski J.
Acta Asiatica Varsoviensia
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2005
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vol. 18
105-122
EN
The article aimed at presenting India's position in international relations after the Cold War. It was based on studies concerning the international political situation at the turn of the 20th century and its influence on India. For New Delhi, the end of the Cold War meant a new strategic situation. However, India did not give up on creating a security zone in South Asia, or playing the role of a regional and future global power. It is not only India's current potential, but also its tradition and history which point to the fact that the country is destined to play major role in Asia and in the world. India not only attempts to improve and expand its economic and military potential, but also to actively participate in international political, economic and cultural relations. Thanks to its economic reforms, modernized army, developing nuclear programme and geopolitical situation following the end of the Cold War, India can already be considered an emerging power. India's position is significant because of its geographic location. It's position in the international relations is also influenced by demographic indicators (the population of India is the second largest in the world). India's importance in modern international relations was achieved thanks to economic development in the last fifteen years. The key to the economic speed-up have been internal reforms, opening up to foreign investment, an increase in domestic investment, higher productivity and structural changes. Now, for India it is of primary importance to modernize the army and increase military expenditure, as military potential is a key factor in major-power status. India is sill inferior to major powers in arms expenditure, as well as the quantity of conventional and nuclear weapons. Indicators from the social sphere must be taken into consideration, too. Recently, India was the only country in South Asia where despite an increase in population the absolute number of people living in poverty went down. However, this number is still quite high. The illiteracy rate is high, as well. The basic prerequisite for the future development of Indian society is improving the level of education and increasing investment in research and development. Despite its weaknesses, India is the prime candidate among developing countries to attain major-power status in the second decade of the 21st century.
7
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EAST-ASIAN ADJUSTMENT PROCESS AND GLOBALIZATION CHALLENGES

100%
Kownacki P.
Acta Asiatica Varsoviensia
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2005
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vol. 18
43-53
EN
The author's aim was to present the East-Asian aspect of economic globalization. The article was based on studies concerning globalization and the recent history of Asia. After the World War II the greatest Asian powers, India and China, decided that the only way which would allow them to change their peripheral position and transform their economic dependency into interdependency was to overcome the asymmetric relations with the world economy and to focus on development of the domestic market. Nowadays, an economic progress in India and China is observed. The final effect of the Indian and Chinese state economic endeavors has proved compatible with the globalization process. It also constitutes a driving force behind the economic globalization. India and China have overcome their peripheral position and joined the world economy. The Asian economy has grown to the rank of a new economic center.
8
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Esencjalizm i społeczny rekonstrukcjonizm w Indiach

100%
Pietkiewicz-Pareek B.
Rocznik Andragogiczny
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2011
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vol. R. 2011
194-199
EN
In modern times occurred in India to confront two conceptions of man, two concepts of education: essentialism and reconstructionism. The philosophy of essentialism with the concept of man and the purpose of existence collided with a Reconstructionist-oriented social action and transformation of social and economic life. As stated Brameld, the world and, therefore, India, are at a crossroads. Social struggle takes place between the forces of conservative and progressive forces, represented by the poor people in Third World countries.
9

CONTRIBUTION OF CHRISTIAN MISSIONARIES TO EDUCATIONAL DEVELOPMENT: A STUDY OF TRIBALS IN JHARKHAND

88%
Choudhary S. K., Koh T.
Asian and African Studies
|
2019
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vol. 28
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issue 2
180 – 204
EN
In this article we seek to show that the work of Christian missionaries in various parts of India has been effective without any negative intention. Wherever missionaries are active, the people are found to be educationally developed, especially among the deprived, the poor, the exploited and those excluded from mainstream society. These missionaries gave hope to these people they have been trying to help educationally, socially, economically and politically. This research, based on the empirical studies of two villages, namely Itki and Bhagwanpur, in the Ranchi and Deoghar districts in Jharkhand State, concerning the role of missionary schools in tribal education, found many issues of relevance. The data was collected during 2006-2007 from students in the age group 6-14 years. However, the data also included the views of other groups of people, such as NGOs Representatives, tribal and non-tribals, local leaders, administrators and elected representatives. It tries to concentrate on unexplored areas of study. The paper constitutes the first kind study to focus on the empirical investigation of the role of Christian missionaries in educational development in the State of Jharkhand in India. This study has policy implications for understanding the various forms of their contribution to educating the tribals of Jharkhand. This study also confirmed that in Bhagwanpur village, the education level among the tribals was very much lower in comparison to Itki, because in this village, only a government school was present there.
10

ON THE CATEGORY OF ASPECT IN BENGALI

88%
Rácová A.
Asian and African Studies
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2010
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vol. 19
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issue 1
109-133
EN
Although, in some languages, the research of the category of aspect goes as far back as the end of the 19th century, for the new Indian languages this is a relatively new problem. It started to pay attention to aspect only as late as in the middle of the 20th century, and relatively little research has been done in this area up to now. This also applies for Bengali, where within investigating this verbal category several approaches have appeared. The aim of the article is to present a brief survey of the history of the research of aspect in Bengali as well as on the basis of existing findings. The authoress analyses Bengali texts to provide her own view of the means which expressed this semantic category in the Bengali language.
11

CASTE IN TWENTY FIRST CENTURY INDIA: SOCIOLOGICAL REFLECTIONS ON UNIVERSITY STUDENTS’ PERCEPTIONS IN SOUTH INDIA

88%
Gundemeda N.
Asian and African Studies
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2020
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vol. 29
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issue 1
89 - 110
EN
The caste is a defining feature of Indian society. The progress of India to a large extent is determined by the extent of the abolition of the caste system. Indian society witnessed a wide range of protest movements across the ideological spectrum in different historical conjunctures but the caste system remains a hegemonic force in the social life of people from the time of birth to death. The current article aims to understand the role and relevance of the caste system in 21st century India. The paper worked with five hypotheses: modern India has eliminated the caste system; caste conflict is a major problem in India; it is acceptable to associate mostly with one’s caste group at a mixed social function; people should be free to marry whoever they want to regardless of their caste, and it is acceptable for people from different caste groups to spend time with each other as an unmarried couple. The study, based on a sample of 447 university students in a South Indian university, argues that caste as a system is losing its structural significance in the urban space. However, it remains a powerful social institution in the rural areas across states in Indian society. The study found that though the majority of the respondents felt that caste is changing, it still plays a key role in shaping social interactions and marriage choices both in rural and urban spaces. Thus the paper argues that caste plays a significant role in the 21st century despite colonial and post-colonial modernity and constitutional egalitarianism.
12
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NÁBOŽENSTVÍ INDIE V POJETÍ MAXE WEBERA A SOUČASNÁ POSTKOLONIÁLNÍ KRITIKA

88%
Lužný D.
Sociológia (Sociology)
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2012
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vol. 44
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issue 5
602 – 620
EN
The aim of this paper is to demonstrate historically conditioned context of Weber's analysis of “religion of India”. Weber and his work is part of orientalistic discourse – Weber assumes then Western image of India, and reproduces and incorporates this image into sociological thinking. This text focuses on some elements of this image: caste system as the most important element of Hinduism, confidence to sacred texts and secret sexualism as opposite of noble official religion of intellectual elite. These stereotypes have helped the defence of notion of European exceptionalism, by which other cultures may not develop modern capitalism as the base of modernity.
13

CRITICAL PEDAGOGY IN PRACTICE: A CASE STUDY FROM KERALA, INDIA

88%
Kareepadath V. P.
Pedagogický časopis (Journal of Pedagogy)
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2018
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vol. 9
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issue 2
33 – 54
EN
Analysing teaching-practice offers an opportunity to answer questions like what is critical to making pedagogy democratic, what are the factors that support a teacher to be critical in her teaching? Or what restricts the teacher in being critical in her work? This paper seeks to address some of these questions by presenting the findings of an investigation into the practice of teachers who are committed to the idea of critical pedagogy. The scope of the study is limited to understanding the critical aspects that are related to the teacher’s work within the classroom. The paper analyses the theoretical arguments that are relevant to critical pedagogy in relation to teachers’ practices as they emerged during the study. The study, conducted in the South Indian state of Kerala, reveals that teacher subjectivity and schooling situations interact in a dialectical fashion to shape the nature of classroom teaching. The political subjectivity of the teachers, shaped by their close interaction with the Kerala Science Literature Movement (KSSP) makes their pedagogy critical in nature. On the other hand, the standardized curriculum and mechanically disciplined school environment continuously challenge the teachers’ efforts at being critical in their work.
14
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FROM SUBALTERN STUDIES TO PROVINCIALIZING EUROPE: SOME POSTOCOLONIAL REMARKS ON HISTORY (Od 'Subaltern Studies' do 'Provincializing Europe': kilka postkolonialnych refleksji na temat historii)

88%
Chakrabarty D.
Porównania
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2009
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vol. 6
263-270
EN
The text indicates the second half of the 20th century as a turning point in the 19th century perception of history that was used by European imperialists to justify their colonial expansion. He proves that historical thinking is conditioned culturally taking as an example the contrast between India and the West. Anticolonial movements reverse the colonial discourse making it an argument for a quick democratisation of the societies that diverge from the European model due to a reduced number of civilisation development stages and a resignation from the historical perspective. Subaltern Studies undermine the universality of the European model of modernity and its adequacy in the former colonies after the fall of the Western empires.
15
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THE ORIGINS OF THE STATE OF BANGLADESH (Geneza powstania panstwa Bangladesz)

88%
Treder-Dziedziul D.
Colloquium Wydziału Nauk Humanistycznych i Społecznych AMW
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2011
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issue 3
59-77
EN
Upon partition of the Indian subcontinent in 1947, Pakistan consisted of two in parts: West and East. Their common feature was Islam, but they differed language and culture. The more numerous Bengali population in East Pakistan was politically dominated by Urdu speaking West Pakistan. In 1970 the Awami League, a Bengali political party led by Sheikh Mujibur Rahman, won the first free election. Although the Awami League obtained a majority in the National Assembly, the president of Pakistan, Yahya Khan, postponed the convection of the Assembly. Sheikh Mujibur Rahman called for a strike in East Pakistan. Hence, on March 25 and 26 1970, the West Pakistani army marched into East Pakistan and launched severely repressive actions. Millions of Bengali fled to India causing incredible economic problems for this country. On 7 August 1971 Pakistani air-forces attacked India's western borders. A fortnight's war ended with India's victory over Pakistan, and with recognition of Bangladesh as an independent country. At the end of June 1972, the Presidents of India and Pakistan met in Simla and signed an agreement ending hostility.
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Education for Promoting Gender Equality and Empowering Women in India

88%
Pietkiewicz-Pareek B.
Rocznik Andragogiczny
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2012
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vol. R. 2012
308-317
EN
The point of empowerment lies in the ability of w women to control her own destiny. In India women have limited access to education, almost half of them are illiterate. In order to women`s empowering they must gain knowledge, profession, and as a result of this independence. Women need to brake with the old tradition " In childhood a female must be subject to her father, in youth to her husband, when her lord is dead to her sons; a woman must never be independent".
17
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Narodowy Uniwersytet Otwarty im. Indiry Gandhi - wiodąca placówka systemu edukacji otwartej na odległość (open distance learning) w Indiach

88%
Mystek-Pałka H.
Rocznik Andragogiczny
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2010
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vol. R. 2010
EN
The author shows the activity and development of the Indira Gandhi National Open University (IGNOU) as a part of Open Distance Learning system (ODL) since it was established in 1985. The University educational offer is being intensively developed to be available for distance learners from all parts of the country. IGNOU cooperates with international organizations, such as UNESCO and it is also an important member of the Commonwealth of Learning (COL) to exchange knowledge and experiences. The text reveals that IGNOU is a part of human resources development strategy implemented by the Ministry of Education. Its goal is to provide high quality education by using innovative solutions and new technologies to make distance higher education accessible for all.
18
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Zarys sytuacji kulturowej w okresie mezolitu i we wczesnym neolicie na terenie Indii

88%
Sosnowska H.
Analecta Archaeologica Ressoviensia
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2010
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vol. 5
95-139
EN
Despite the fact that there are no clearly distinguished archaeological units within Indian Mesolithic, one can observe certain cultural trends in regions similar in terms of climate and environment. Tool microlithization was often, although not always, a typical feature of Indian Mesolithic assemblages. Similarly with the previous period, Neolithic developed at a different time and took form in particular areas.
19

BREAKING ALL FETTERS WITH THE SWORD OF EDUCATION: INTERPRETING BAMA’S KARUKKU AS A LIGHTHOUSE FOR DALIT FEMINISM

75%
Singh Y. D.
Asian and African Studies
|
2020
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vol. 29
|
issue 1
61 - 71
EN
Karukku is a poignant text that brings to light the shameful and ugly secrets of our mainstream Indian society, which has thrived on flawed, unjust doctrines of subjugating its most diligent and hard-working section in the name of a caste-based hierarchy. But the book does not limit itself to being merely a treatise on caste atrocities and a woman’s solidarity with the other members of her marginalized community. It goes on to become a manifesto of self-emancipation for the victimized Dalits across India. Through this book, Bama calls for her fellow folks - the Dalits, and particularly the Dalit women - to re-discover, re-define, re-affirm and re-establish their identities as well as their rightful place in the Indian social order through educational and entrepreneurial initiatives, thereby resisting their victimization at the hands of hegemonic powers. My article not only delineates these multiple dimensions of this masterpiece of Dalit-feminist literature, but also argues that this book must be read as a thought-provoking piece of ‘resistance literature’. Further, this article will also make an attempt to trace the intersecting trajectories between ‘Dalit feminism’ and ‘post-colonialism’ that can be identified in an insightful, close reading of Bama’s Karukku.
20
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CAN A YAK-EATER BECOME A VEGETARIAN? A GLOBAL ANIMAL RIGHTS DISCOURSE AS THE 'INVENTED TRADITION' IN THE TIBETAN DIASPORA (Czy jakozerca moze zostac wegetarianinem? Globalny dyskurs praw zwierzat jako 'tradycja wynaleziona' w diasporze tybetanskiej)

75%
Bloch N.
Lud
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2010
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vol. 94
121-142
EN
The article discusses the incorporation of globally spread socio-political categories by groups from outside the Western cultural circles. The author aims to explain the reasoning behind these ideas and how they are translated into the practice of everyday life. As an illustration of the problem she has chosen the discourse on animal rights and vegetarianism as the 'new Tibetan tradition', since during several years of field research in the camps of Tibetan refugees in India she had the opportunity to follow the birth of the idea and its development. Refugees are an interesting group to analyze such phenomena, because they are part of what is called the 'international refugee regime' and are forced to engage in a dialogue with the dominant discourses. The article shows that although the participants of the dialogue do not have equal rights, it can be the source of the group subjectivity, and the group uses it to accomplish their own objectives. Eric Hobsbawm's concept of 'invention of tradition' has been used to analyze the process.
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