Class 12 Sociology Chapter 3 Social Inequality & Exclusion

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Class 12 Sociology Chapter 3 Social Inequality & Exclusion

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Social Inequality & Exclusion

A. VERY SHORT TYPE QUESTION & ANSWER

1. What is backward class?

Ans: A backward class is socially and educationally backward. A backward class is neither part of the forward castes at the upper end of caste hierarchy nor of the Dalits at the lowest end. But they share some traditional occupational identification and similar worse socio-economic status.

2. What is a totem?

Ans: Totem is a natural object or animal belived by a particular society to have spiritual meaning and adopted by it as an emblem.

3. When was ‘Untouchability offence Act’ passed? 

Ans: In 1955, the Untouchability Offence Act was passed.

4. What are deprived groups?

Ans: The Dalits, Adivasis, various tribal groups, the groups designated as schedule castes and those groups who belongs to Other Backward Class are deprinved groups.

5. Mention few crimes committed against women?

Ans: Sexual harassment, dowry murders, rape, rape in police custody. witch-hunting etc.

6. Name few law passed for women before independence? 

Ans: Name few law passed for women before independence are: 

(a) Abolition of Sati Act.

(b) Child Marriage Prevention Act.

(c) Widow Remarriage Act. etc.

7. What do you mean by disability?

Ans: In India the common perception views disability as retribution for past karma (actions) from which there can be no reprieve. The popular images in mythology portray the disabled in an extremely negative fashion. In India all deviations from the ‘perfect body’ signify abnormality defect and distortion. Destiny is seen as the culprit and disabled people are the victims. Thus, in India the disabled are rendered disabled not because they are biologically disabled but society renders them so.

8. Why did child marriage and pardah system start?

Ans: Mainly due to lack of education and wrong interpretation of religious texts evils like child marriage and pardah system started.

9. What is reform movement?

Ans: A movement which starts with the aim to reform a society is a reform movement. A reform movement normally targets the evils of a society.

10. What do you mean by social disability?

Ans: The social construction of disability is known as social disability. Social disability implies the close relationship between disability, and poverty, mulnutrition etc.

11. What is social about social inequality?

Ans: Social inequality and exclusion are social because they are not about individuals but about groups. Moreover, they are social because they are not economic, though there is a close link between social and economic inequality.

12. What are prejudices?

Ans: Prejudices refer to preconceived opinions or attitudes held by members of one group towards another. The word literally means ‘pre- judgement’ i.e. an opinion formed in advance of any familiarity with the subject, before considering any available evidence. Prejudice may be either positive or negative, but common usage is for negative or derogatory preconceptions.

13. What is untouchability?

Ans: ‘Untouchability’ is an extreme and particularly vicious aspect of the caste system-whereby members of the lowest castes are considered to be ritually impure to such an extent that they cause pollution by mere touch. In some regions of India, the notion of ‘distance pollution’ also existed where the mere presence or the shadow of an ‘untouchable’ person

is considered polluting. The institution of ‘untouchability’ refers not just to the avoidance or prohibition of physical contact, but to a much broader set of social sanctions.

14. What does the term “Dalit” literally mean in Indian language. 

Ans: The term ‘Dalit’ literally means’ downtrodden’ and conveys the sense of an oppressed people.

15. The term “Dalit” was coined by Dr. Ambedkar (true/false).

Ans: False.

16. Who is Anita Ghai?

Ans: Anita Ghai is one of the leading activists and scholars of disability in the Indian context. She argues that the invisibility of the disabled can be compared to the ‘Invisible Man’ of Ralph Ellison.

S.L No.	CONTENTS
Chapter – 1	Structure Of Indian Society
Chapter – 2	Social Institutions: Continuity & Change
Chapter – 3	Social Inequality & Exclusion
Chapter – 4	The Challenges Of Unity In Diversity
Chapter – 5	Project Work
Chapter – 6	Process Of Social Change In India
Chapter – 7	Social Change And The Polity
Chapter – 8	Social Change And The Economy
Chapter – 9	New Areas Of Social Change
Chapter – 10	Social Movements

B. SHORT TYPE QUESTION & ANSWER

1. Give four problems of tribal people.

Ans: The problems of tribal people are as under:

(i) Illiteracy.

(ii) Loss of forest is major blow for the tribal people.

(iii) Heavy migration of non-tribals to tribal areas.

(iv) Displacement due to construction of big dams, factories etc.

2. How Harijans could be motivated to get education? 

Ans: Harijans could be motivated to get education by giving incentives like-scholarship, free study material, free hostel facility etc.

Moreover, reservation of seats for the Harijans in educational institutions along with the provision of reservation of services for them can go a long way in motivating them to get education.

3. What was the impact of western education on Indian woman? 

Ans: As an impact of western education, reform movements were started in India. Raja Rammohan Roy started the campaign against sati while Ranade led the widow remarriage movement in Bombay. As a direct impact of western education, women education started in India.

4. Which social reformers in modern age contributed towards the welfare of women?

Ans: Raja Rammohan Roy, M.G. Ranade, Jyotiba Phule, Sir Syed Ahmed Khan etc.

5. What are the relation between poverty and disability? 

Ans: There is a close relationship between disability and poverty. Malnutrition, inadequate immunisation programmes, accidents in over crowded homes, all contribute to an incidence of disability among poor people at a much higher rate than people living in easier circumstances. Moreover disability creates poverty by increasing isolation and economic strain.

6. How can tribal people be encouraged to get education? 

Ans: By providing scholarship are can encourage the tribal people to get education. Moreover, reservation of seats at educational institutions for tribal people can prove to be effective in this direction. Setting up educational institutions at the localities of the tribal people is also necessary. By following reservation policy i.e. reserving governmental jobs for educated tribal youth, we can encourage them to get educated.

7. Which are the problems faced by tribal people.

Ans: On the political and economic front, tribal societies were faced with the incursion of money lenders. They were losing their land to non- tribal immigrant settlers. Governmental policy of reservation of forests and the introduction of mining operations restricted their access to forests. 

National development during Nehruian era disposed tribals of their land. During this period, many big dams, factories and mines were set up. As the tribal areas were located in mineral rich and forest covered parts of the country for building dams and for exploitation of minerals, the tribes were evicted. Thus, this kind of development benefited the mainstream on the expense of the tribes.

The loss of forest was a major blow for the tribal communities. Forests started to be systematically exploited in British times and this trend continues after independence. The governmental decission making land a private property also adversely affected tribal people.

Many tribal regions have also experienced the problems of heavy migration of non-tribals. This threatens to disrupt and overwhelm tribal communities and cultures, besides accelerating the process of exploitation of tribals. As for example, state like Tripura had the tribal share of its population halted within a single decade, reducing the tribals to a minority.

8. Which steps are being taken by state govt. for welfare of tribal people?

Ans: For the welfare of the tribal people, particularly after independence, the Indian government has taken various steps which have already changed the social economic and political status of the tribal people. The constitution provided for the reservation policy to uplift the tribes. Under reservation policy not only governmental jobs but also seats in educational institutions were also reserved. Moreover giving opportunity to the tribal people, relaxations were provided in terms of cut off marks and upper age limit. They have also been provided with attractive scholarship facility. Moreover, the government through the 73rd Constitutional Amendment Act reserved positions and seats at Panchayati Raj institutions.

9. Which are the different names given to the untouchable castes?

Ans: Untouchables are known by various names. Gandhi called them ‘Harijan’ (Children of God).

The ex-untouchable communities and their leaders have coined the term ‘Dalit’ which has now become the generally accepted term for refferring to the untouchables. This word receined wide currency during the caste roits in Mumbai in the early 1970’s.

10. What was the impact of reform movement on the status of women?

Ans: The nineteenth century social reform movements had tremendously changed the status of Indian women. During that period evils like sati, child marriage, polygamy, etc. were practiced and women’s right to education was also denied. In India, Women’s movement started with the campaign against Sati. After Raja Rammohan Roy’s campaign against sati, other issues like child marriage, widow remarriage, right to education of women were taken up by social reformes like Ramade, Phule, Sir Sayed Ahmed Khan etc. As a result of these movements legislations were made to eliminate these evil practices. Simultaneously, women education also started. Phule established the first educational institution exclusively for women. Thus, social status of women changed as a result of these movements.

11. What are the reasons of improvement in the status of women? 

Ans: The nineteenth century social retorn movements had tremendously changed the status of Indian women. During that period evils like sati, child marrage, polygamy, etc. were practiced and women’s right to education was also denied. In India, Women’s movement started with the compaogn against Sati. After Raja Rammuhon Ray’s campaign against sati, other issues like child marriage. Wido remarriage, right to education of women were taken up by social reformess life Ramade, Phule, sir sayed Ahmed Khan etc. As a resuet of these movements legislations were made to eliminate there evil practices. Simultaneourhy, women” education also stanted. Phule established the first educational institution exclusively for women. Thus, social status of women changed as a result of there movements.

In the early twentieth century, a large number of women’s organisations arose both at all India and local levels. Then began the participation of women in the national movement itself. The declaration of the Karachi session of the congress was fully committed to women’s equality.

As a result of these developments, the status of women changed prior to independence. But after independence, women issues re-emerged in the 1970s. Now issues like rape, dowry death, representation of women etc. were came up. Many legislations were enacted to address there issues.

Thus, as a result of these developments status of women improved.

12. What were the reasons of lower status of women in Indian society?

Ans: In Indian society the age old traditions of Hindu society was the prime reason of lower status of women. Some Hindu religious texts considered women as inferior creature than male. Moreover evil practices like sati was there to exclusively undermine the status of women. Women were kept inside the house and the practice like ‘Purdali’ was very comman. Thus women’s right to education was also denied. This socio cultural environment was responsible for the lower status of women in India.

13. What type of education should be given to women?

Ans: At present time this question has lost its relevance as women is no more considered as inferior than male. Now, so far as education is concerned, difference is made as sexual grounds. Howerver, in the early years of nineteenth century, when social reform movements started ir India, some social reformers like Sir Syed Ahmed Khan and Dayananda Saraswati framed curriculum for women. This curriculam included instruction in religious principles, training in arts of housekeeping and handicrafts and rearing of children etc.

14. Explain something about Sati Pratha.

Ans: The Sati was an evil of Hindu tradition. According to this system. 

15. Explain some of the social disabilities of scheduled castes. 

Ans: Historically caste system classified people by their occupation and status. Moreover each cast also had a specific place in the hierarchy of social status. The scheduled castes were in the lower ranks of caste status. The traditional occupations like fishing, pottery making, goldsmith, etc, were practiced by there lower castes. Some of the lower castes were prevented to enter in into temples which were maintained by the higher castes like Brahmin. Moreover, the lower castes were also debarred from sharing water from same ponds, tanks etc. Earlier they were not permitted to go traditional educational institutions.

These were some of the social disabilities of scheduled castes.

16. What is social inequality?

Ans: In every society some people have a greater share of valued resources-money, property, education, health and power than others. Pattern of unequal access to these social resources are commonly called social inequality. Social inequality is not the outcome of ‘Natural’ differences between people but is produced by the society in which they live.

17. What is social stratification and what are its characteristics? 

Ans: Social stratification means hierarchical arrangement of different segments of society into ‘strata’ or subgroups whose members share the same general positions in the hierarchy.

Following are the characteristics of social stratification:

(i) Social stratification is a characteristic of society, not simply a function of individual differences.

(ii) Social stratification persists over generations.

(iii) Social stratification is supported by patterns of belief or ideology. 

18. What were the reasons behind the advises struggle? 

Ans: There are various reasons behind the adiviasi struggle. The adivasi, still today are facing land alienation as well as repeated displacement in the name of ‘development projects’ since independence Projects like Sardar Sarovar dam on the river Narmada and the polavaram dam on the river Godavari displaced hundreds of thousands of adivasis. This process have become even more powerful since the 1990s. when the economic liberalisation policies were adopted by the Indian government. It is now easier for corporate firms to acquire large areas of land by displacing adivasis.

Thus, land alienation as well as displacement problems are the main causes behind the adivasi struggle.

19. State the most significant achievement of adivasis movement in post independence India.

Ans: The most significant achievement of adivasis movements in post independence India include the attainment of statehood for Jharkhand and chattisgarh, which were originally part of Bihar and Madhya Pradesh respectively.

C. LONG TYPE QUESTION & ANSWER

1. Who started reform movement among Muslims and how?

Ans: Sir Syed Ahmed Khan led the social reform movement among Muslims. 

Sir Syed Ahmed Khan’s efforts to reform Muslim Society was based upon the trend of drawing upon both modern western ideas as well as the sacred texts. Khan wanted girls to be educated at their homes. Though he stood for women’s education but sought for a curriculum that included instruction in religious principles, training in the arts of housekeeping and handicrafts and rearing of children.

2. Which are the problems faced by the scheduled castes? 

Ans: The inferior castes which ranked in the lower strata of caste hierarchy were enlisted by the British administrators as scheduled castes. These castes were exploited by the higher castes. Castes at the bottom of the hierachy suffered serious discrimination. The so called untouchable castes were also included among the schedule castes. The scheduled castes faced exclusion, subordination, humiliation and exploitation. Dalits were being prohibited from sharing drinking water sources, or participating in collection religious worship, social ceremonies and festivals. Morevoer imposition of gestures of deference such as taking off headgear, carrying footwear in the hand, standing with bowed head etc. were very common. The scheduled castes also faced economic exploitation through the imposition of forced, unpaid labour and confiscation of property. Thus scheduled caste faced various socio economic problems.

3. What are the changes coming in the status of women? 

Ans: In India, women’s movement started with the campaign against ‘Sati’. After Rammohan Roy’s campaign against ‘sati’ other issues like child marriage, widow remarriage, right to education of women etc. were taken up by social reformers like Ranade, Phule, Sayed Ahmed Khan etc. During 1970s issues like rape of women in police custody, dowry murders etc. were the main issues around which women’s movement took place. In the twenty first century India, gender injustice like declining sex ratio, sharp fall of child sex ratio, social biases against girl child are the core issues of women’s movement.

As a result of the 19th century social movements various important legislations were made to uplift the status of women. ‘Sati’ was banned and right to education of women got popular support. Educational institutions, exclusively for women were opened up in various parts of the country. Educated young women came out to participate in the freedom struggle. As a result status of women transformed from merly house keeper to freedom fighter. After independence, the government of India passed various acts for the welbeing of the women. The government stressed on women education. As a result of which now we can find women in almost every sphere. The 73rd Constitutional Amendment Act reserved 33% seats for women in the Panchayati Raj Institutions. As a result of this act lakhs of women, at one stroke entered in the political process of the country. Now, women in India are shouldering the responsibility of rural dovelopment. Thus, status of women changed in India within a few decades.

4. Which are the type of changes taking place in the status of scheduled castes? Explain.

Ans: The Indian state has had special programmes for the scheduled tribes and scheduled castes since even before independence. The schedules listing of castes and tribes recognised as deserving special treatment. After independence, some policies have been continued and many new ones added. Particularly as a result of the policy or reservation i.e. reservation of seats in state and central legislatures, reservation of jobs in governments sector and reservation of seats in educational institutions, the status of scheduled castes have risen. In addition to the reservation policy, numerous laws were passed to end, prohibit and punish caste discrimination. These laws also helped to raise the status of scheduled castes. Now rigid castes differences are no more in society. People belonging to lower castes are now occupys top positions in governmental sectors. Emergence of explicitly caste based political parties have consolidated caste structure in Indian society. Now, caste identity has become a matter of pride and source of getting previledges.

5. Which efforts have been made to remove tribal problems? 

Ans: To address the main problems of the tribal people, the government followed the policy of protective discrimination i.e. the policy of reservation. The reservation policy provided for reservation of seats in state and central legislaturs, reservation of jobs in governmental sector as well as reservation of seats in educational institutions. Moreover, various acts were passed to uplift the socio-economic status of tribal people. In the tribal states of the North East India, the policy of interline permit is being practiced, so as the outsiders cann’t settle there permanently. To remove the problem of illiteracy, government have introduced schemes like free distribution of uniform, books and other metarials to the students to attract them. Scholarships are being provided to the tribal students. Thus, government is making various steps to remove the problems faced by the tribal people. 

6. What is meant by other Backward Class? What are their problems?

Ans: In India, there were a large group of castes that were of low status and were subjected to varying levels of discrimination. The Constitution of India also recognises the possibility that there may be groups other than the Scheduled Tribe and Scheduled Castes who suffer social disadvantages. These groups were described as ‘Socially’ and educationally backward classes’. This is the constitutional basis of the popular term ‘Other Backward Classes’ (OBCs).

Comparing with the Dalits or scheduled Castes, the OBCs are much more diverse group. While the upper OBCs are largely landed castes and enjoy dominance in rural society in many regions of India, the lower OBC’s are very poor and disadvantaged and one not very different from Dalits in socio-economic terms.

The problems faced by Other Backward Classes are by and large similar with that of the scheduled castes and scheduled tribes. They are neither part of the ‘forward’ castes at the upper end of the status spectrum, nor of the Dalits at the lower end. So, they never experienced rude social exclusion like untouchability. But, their socio-economic status are not far better than those of the untouchables. Presently, the OBCs are severely under represented in all spheres except landholding and political representation. Although the upper OBC’s are dominant in rural sector, the situation of urban OBCs is much worse, being much closer to that of the scheduled castes and tribes than to the upper castes.

7. State in brief about working of Mandal Commission. 

Ans: After emergency Janta Party government came to power in the centre. This government on November 30, 1978 established a Backward Class Commission under the Chairmanship of Vindheshwari Parsad Mandal which is popularly known as Mandal Commission. This commission was cosisted of one chairman and 5 other members and was given the responsibility to identify socially and educationally backward classes and to make recommendations for securing their uplift and development. 

The commission in its report said that in all 3743 Backward castes are there which constitutes 52% of the population. The Commission recommended that OBCs should get 27% reservations in respect of the governmental jobs and seats in educational institutions. It laid down 11 standards 4 social, 3 educational and 4 economic standards for determining the basis of social and economic backwardness.

8. Explain the concept of social exclussion with examples. 

Ans: Social exclusion is the outcome of deprivation and discrimination, which present individuals or groups from participating fully in the economic, social and political life of the society in which they live. Social exclusion is structural i.e. the result of social processes and institutions rather than individual action. ‘Untouchability’ also involve forced inclusion in a subordinate role- which means compelling to do some sort of work, for instance, being compelled to play the drums at a religious event.

‘Untouchability’ also involve forced inclusion in a subordinate role- which means compelling to do some sort of work, for instance, compelled to play the drums at a religious event.

9. Explain briefly the caste system as a discriminatory system. 

Ans: The caste system is a distinct Indian social institution that legitimises and enforces practices of discrimination against people born into particular castes. These practices of discrimination are humiliating, exclusionary and exploitative.

Historically, the caste system classified people by their occupation and status. Every caste was associated with an occupation, which mean that persons born into a particular caste were also ‘born into’ the occupation associated with their caste-they had no choice. Each caste also had a specific place in the hierarchy of social status. In strict scriptural terms, social and economic status were supposed to be sharply separated. For example, the ritually highest caste-the Brahmins-were not supposed to amass wealth, and were subordinated to the secular power of kings and rulers belonging to the Kshatriya castes. On the other hand, despite having the highest secular status and power, the king was subordinated to the Brahmin in the ritual-religious sphere. However, in actual historical practices, economic and social status tended to coincide. There was thus a fairly close correlation between social (i.e.caste) status and economic status the ‘high’ castes were almost invariably of high economic status, while ‘low’ castes were almost always of low economic status.

10. Write briefly about untouchability.

Ans: Untouchability is an extreme and particularly vicious aspect of the caste system that prescribes stringent social sanctions against members of castes located at the bottom of the purity-pollution scale. Strictly speaking, the untouchable castes are outside the caste hierarchy they are considered to be so ‘impure’ that their mere touch severely pollutes members of all castes, bringing terrible punishment for the former and foreing the latter to perform elaborate purification rituals. In fact, notion of ‘distance pollution’ existed in many regions of India such that even the mere presence or the shadow of an ‘untouchable’ person is considered polluting. Despite the limited literal meaning of the word, the institution of ‘untouchability’ refers not just to the avoidance or prohibition of physical contact but to a much broader set of social sanctions.

There are three main dimensions of untouchability -namely, exclusion, humiliation-subordination and exploitation are all equally important to defining the phenomenon. Dalits experience forms of exclusion that are unique and not practised against other groups for instance, being prohibited form sharing drinking water sources or participating in collective religious worship, social ceremonies and festivals. They may also involve forced inclusion in a subordinated role. Finally, untouchability is a pan Indian phenomenon, although its specific forms and intensity vary considerably across regions and socio-historical contexts.