Suchergebnisse

The article aims to explicate the binary created between the two sweeteners, that is, gur (jaggery) and sugar. The focal point of this article is to understand with the analytical framework of politics of knowledge how a 'traditional' sweetener, that is, gur, is replaced from our diet by a 'modern' sweetener, that is, sugar. This framework replaces the term 'traditional' knowledge with 'already existing knowledge system' (AEKS, as spelt out by Banerjee [2021, Studies in Indian Politics, vol. 9, pp. 78–90]) and its transformation is examined in five different spaces: epistemology, political economy, historical context, state policy and collective action. In the first section, the epistemic hegemony of sugar is deconstructed through analytical understanding of technological processing; in the second, the changing political economy of sweeteners is explored. The third analyses post-colonial sugar policy showing the continuum from the colonial; and the fourth explores the politics of collective action to challenge and delegitimize the hegemony of sugar.

As for as India is concerned many Indian languages have become threatened and even endangered because of globalization. In India, English is thriving and is used widely by the young generation, and this is one of the reasons leading to the extinction of native or regional languages. Today Hindi is also expanding and because of this many regional languages will become extinct. In the State of Meghalaya there are three basic tribes known as Khasi, Garo and Jayantia. They speak either Khasi, or Garo, but their dialects differ. Even the Khasis who are living in East Khasi Hills, especially in Shillong have different dialects as compared to the other Khasis. These languages are used by many but they do not have their own scripts. That is why these languages were not placed in the Eighth Schedule of the Constitution of India. A speaker of any language which is not in the Eighth Schedule, cannot be awarded the Jnanpith Award and furthermore their languages cannot be the medium of the UPSC. Article 29 of the Constitution of India mandates that no discrimination would be done on the ground of religion, race,, caste or language and Article 30 mandates that all minorities, whether based on religion or language, shall have the right to establish and administer educational institutions of their choice. In addition, the Legislature of a State may by law adopt any of the languages to use in the state. Article 350 B of the Constitution says that there shall be a Special Officer for linguistic minorities and he/she has to be appointed by the President. It shall be the duty of this Officer to investigate all matters relating to the safeguards provided for linguistic minorities under the Constitution and report to the President upon those matters. Protection of the regional languages has been provided in the Constitution and it is the duty of the educational institutions to provide basic education to the children in their own vernacular languages should they want to be educated in their vernacular language.

As for as India is concerned many Indian languages have become threatened and even endangered because of globalization. In India, English is thriving and is used widely by the young generation, and this is one of the reasons leading to the extinction of native or regional languages. Today Hindi is also expanding and because of this many regional languages will become extinct. In the State of Meghalaya there are three basic tribes known as Khasi, Garo and Jayantia. They speak either Khasi, or Garo, but their dialects differ. Even the Khasis who are living in East Khasi Hills, especially in Shillong have different dialects as compared to the other Khasis. These languages are used by many but they do not have their own scripts. That is why these languages were not placed in the Eighth Schedule of the Constitution of India. A speaker of any language which is not in the Eighth Schedule, cannot be awarded the Jnanpith Award and furthermore their languages cannot be the medium of the UPSC. Article 29 of the Constitution of India mandates that no discrimination would be done on the ground of religion, race,, caste or language and Article 30 mandates that all minorities, whether based on religion or language, shall have the right to establish and administer educational institutions of their choice. In addition, the Legislature of a State may by law adopt any of the languages to use in the state. Article 350 B of the Constitution says that there shall be a Special Officer for linguistic minorities and he/she has to be appointed by the President. It shall be the duty of this Officer to investigate all matters relating to the safeguards provided for linguistic minorities under the Constitution and report to the President upon those matters. Protection of the regional languages has been provided in the Constitution and it is the duty of the educational institutions to provide basic education to the children in their own vernacular languages should they want to be educated in their vernacular language.

Development-induced displacement debate has attracted academicians, planners and policymakers in the last hundred years because of its contradictory connotation. The twentieth century is considered to be the period of unprecedented economic development in many areas of the world. Megaprojects, like irrigation projects and large dams, have become symbols of economic development; apart from generating energy, these projects have also generated employment and income for the people affected. Post-Independence India has witnessed a large number of development projects for fulfilling the socio-economic needs of a different section of society residing in different parts of the country. Efforts have been made by government authorities for the promotion of major, medium and small-scale developmental projects in sectors like irrigation, industries, power, transportation and so on. However such mega-development projects involve the acquisition of land from common and poor people resulting in forced mass displacement which disrupts the socio-economic fabric and spoils the environmental flavour of the surrounding areas. A large number of people are deprived of their cultural identities and livelihood primarily as a direct consequence of land acquisition. The experiences suggest that the long drawn-out process of displacement has caused widespread traumatic psychological and socio-cultural consequences including the dismantling of traditional production systems, desecration of ancestral sacred zones, graves and places of worship, scattering of kinship groups, disruptions of the family system and informal social network ( Kothari, 1995 . Economic & Political Weekly, 31(24), 1476–1485). Under this type of parochial treatment, the fundamental goal of economic development, that is, to promote the welfare and wellbeing of the people remains a daydream, and the vulnerable groups of human society are denied of their fundamental/human rights and have to bear the situation at the cost of development.