Followers

Tuesday, May 30, 2017

Renewing The Community

Triple talaq debate shows how Muslim women are challenging patriarchy

When our only argument for protecting the custom of triple talaq becomes that “not enough people are affected by it”, we clearly need to rethink what we understand by the rule of law and democracy, and perhaps recognise the colonial undertones of the logic of “non-interference” in the face of injustice. In a recent op-ed in The Indian Express (‘Unimportance of triple talaq’, IE, May 29), we find a rather luxurious use of statistics to make the argument that triple talaq, in fact, occurs extremely infrequently (0.4 per cent reported cases in a quoted survey). Clearly, now not only do surveys place “your stats versus mine”, but also use data to trivialise the very real struggles of many women.
It is certainly true that triple talaq is only the tip of the iceberg — focusing merely on the “spontaneity” or the haste in which a divorce is given serves to blur the larger problem of how such divorces are unilateral, an exclusive privilege of men. What makes this divorce “arbitrary” is not simply the spontaneous utterance of the word “talaq”, but the problematic notion that women are required to qualify their decisions under the codified provisions of the Dissolution of Muslim Marriages Act, 1939, whereas men are not. The grounds for divorce for women are clearly laid out — men need not cite any.
Thus, simply de-recognising talaq-ul-bidat and encouraging talaq-e-ahsan or talaq-e-hasan, which takes place over three months for men, still doesn’t address the fact that women lose their right to alimony and maintenance if they initiate divorce themselves under khula.
The problem is hardly exclusive to Muslim personal law. It stretches across religious law codes. For instance, till 2001, under Christian divorce law, men could seek a divorce on the grounds of adultery, but Christian women were required to prove not just adultery but cruelty as well in order to get a divorce. Under Hindu law, even after codification, it was not until 2005 that inheritance and succession law anomalies were addressed. There remains scope for much more legal reform in that direction.
Thus, trying to stall the triple talaq debate by citing small numbers is simply diversionary. The logic of “hardly any effected parties” was precisely what was relied on when many argued in favour of keeping Section 377 intact; homosexuality till date remains a criminal offence. If anything, the fact that the provision is hardly ever used is evidence of its redundancy in this age. While the fear about the debate becoming embroiled in politics is legitimate in times when lynch mobs decide menus and laws threaten to criminalise certain food preferences, the triple talaq phenomenon is different.
For a substantial period during the debates on personal law, one of the most oft-repeated statements has been about letting “reform come from within”. What we are currently seeing is a difficult, but healthy conversation between co-religionists about the interpretations of the Quran and Hadees. Women who had long been excluded from membership to the clergy across religions are now not simply relying on their “constitutional rights” or protections from the state. They are instead challenging the monopoly of men over matters of religion. This is a moment that marks the emergence of a new Muslim woman, who does not cower behind an all-male clergy that dictates to her, her own religion.
It is heartening to see two women recently appointed as qazis in Jaipur; one glass ceiling less for the women of India. Women are no longer faced with the awkward and unfair binary between “rights and religion” to choose from. They are demanding both. Remember that Shah Bano, the woman whose case (1985) triggered a storm that led the judiciary to enter the domain of the legislature and demand a uniform civil code, had in fact withdrawn her case, much before the Muslim Women’s Protection of Rights on Divorce Act, 1986 formally overturned
the Supreme Court judgement. Given this backdrop, it is extremely important to acknowledge that the new women’s movement is pulling off a bigger achievement, of attempting to salvage religion from the clutches of patriarchy. The numbers game must be rejected here. If the custom in question was sati, not triple talaq, would we still be making the argument that “very few” are affected by it, and therefore, it should be considered beyond the realm of judicial interpretation or legislative intervention?
While legal interventions certainly cannot be the finish line of feminist pursuits or social reform more generally, we cannot write off any form as discrimination as too minor to deserve a movement of its own.
The writer has a PhD in legal history from Cambridge University. She has worked with the Justice Verma Committee in 2012-2013. Views expressed are personal
Source: Indianexpress, 30-5-2017

Marks and standards: the need for a better evaluation system

The use of moderation by the Central Board of Secondary Education while finalising Class 12 marks under a Delhi High Court directive poses the immediate question of how various State boards of education that have not adopted the practice will respond. It also points to the long-standing challenge of achieving comparability while assessing students for undergraduate studies from different systems. Some boards have already published the results without moderation, while others will resort to the practice, making it necessary for college authorities to make offsets while fixing admission criteria. Another substantive concern is the pattern of testing procedures placing high importance on a single external examination, without an assurance to all students that the same tasks are being assessed on the same standards. Across-the-board use of tools such as moderation also raises questions on the actual scores. It is extraordinary that tests for non-quantitative subjects such as English and Political Science yield perfect scores of 100% in the CBSE examination and elsewhere, giving the impression that the questions require to be answered only within a limited framework laid out in a textbook, leaving little scope for creative responses that reflect the quality of teaching in the classroom.
Moderation of marks under the CBSE policy has been followed partly to offset the ambiguity of questions and any errors, and to achieve parity in the evaluation process and the annual pass percentage. The Central Board recently decided to do away with the practice, in consultation with State boards, and sought the assistance of the Human Resource Development Ministry to make a complete shift. This is something the Ministry should take up on priority, since a consensus among the States would eliminate litigation on grounds of uneven competition — which is what invited judicial intervention on the issue of moderation this year. It is also relevant to point out that the emphasis on a single external examination has heavily influenced the learning process, tailoring it almost entirely to score marks. Built on a foundation of weak primary education, it does little to improve outcomes for the majority of students at the secondary school level. The Annual Status of Education Report, 2016 found, for instance, that among rural students in Class 8, only 43.3% could correctly solve a simple three-digit by one-digit division problem. What this makes clear is that encouraging performance on enrolment of students even in some of the backward States is not the same as achieving high outcomes in actual learning. There is also the issue of access to private tuitions for a better examination score, which affects less-privileged students. It is against the depressing backdrop of such distortions that India’s school system must prepare an evaluation mechanism for students. Reform should recognise the role of the teacher in ensuring genuine learning and encouraging creativity. An external test that evaluates sound learning is the answer, although the challenge is not to stifle educational innovation that individual State boards are capable of.
Source: The Hindu, 30-05-2017

HRD Minister Prakash Javadekar launches UGC App to fight Ragging

New Delhi: Union Human Resource Development Minister Shri Prakash Javadekar today launched an Anti-Ragging Mobile App introduced by the University Grants Commission (UGC) here in New Delhi. Speaking on this occasion Shri Javadekar said this mobile app will help students register complaints to counter the menace of ragging.
The Minister said earlier one had to visit the website for registering a complaint of ragging and our record shows that timely action was taken which in turn had resulted in the decrease of such instances. But still this ill has to be eliminated completely, he said.
Shri Javadekar said as per his knowledge in campuses majority of senior students actually help guide their juniors and properly mentor them, but in few cases ragging happens which needs to be completely eliminated from campuses. He said “physical or mental torture of a new student is ragging which we won’t allow, this is unacceptable and therefore this app will become a handy tool to any student who goes through such experience.”
The Minister said this app will work on android system on which students can log in and register their complaints immediately. Accordingly all concerned will be informed immediately and action will start immediately.
He said it is a good step for protection and will give a feeling of security to students. The Minister categorically cautioned that those who are involved in ragging will not be tolerated and they will not be allowed to continue their education in that institution. At the same time they will meet severe penalty and punishment as per the law. However the Minister expressed hope that good senior students will act as mentors for their juniors.
Source: Indiaeducationdiary, 30-05-2017
The Golden Mean & Pairs


We live in a world of opposites where gain and loss, good and bad, pleasure and pain, life and death are as inevitable as the two sides of a coin. Yet, there is an underlying unity between the two contrasts.One of the principal polarities in life is the one between the male and female side of human nature. The sublime union between these two aspects is symbolised by Lord Shiva's depiction as a dynamic unification of the two, as the half-male, halffemale Ardhanareesh war. In real life, too, there is a constant dynamic interplay between the two extremes of opposites and one has to strike a balance between the two. For this, we need to maintain a balance between good and bad, between winning and losing and so on.
The Bhagavad Gita asks us to lead the unattached life of a self-controlled man, a karma yogi unmoved by pairs of opposites, “The Supreme Spirit is rooted in the knowledge of the self-controlled man whose mind is perfectly serene in the midst of pairs of opposites such as cold and heat, joy and sorrow, and honour and ignominy .“ Chinese sages called this dynamic interplay of two extremes as Ying and Yang -positive and negative -and have extended this thought extensively to the function of daily life.
One should accommodate widely divergent human experiences in an underlying harmony , bringing newer prospects and ethical views for the exploration and mitigation of human suffering. One cannot always win or lose or be happy or sad -so go on, find the Golden Mean.

Monday, May 29, 2017


Economic and Political Weekly: Table of Contents



Vol. 52, Issue No. 21, 27 May, 2017

Editorials

Comment

Strategic Affairs

Commentary

Book Reviews

Perspectives

Naxalbari and After

Special Articles

Current Statistics

Letters

Web Exclusives

Appointments/Programmes/Announcements 

- See more at: http://www.epw.in/journal/2017/21#sthash.BNSjKzGU.dpuf

The bleak new academic scenario


Liberalisation has eroded the institutional capacity to train young people who might pursue liberal values

The other day, a student asked me what exactly the word ‘liberal’ mean. She wanted to know whether ‘liberalisation’ promotes ‘liberal’ values. She had noticed that institutions of higher education, which are supposed to promote liberal values, were finding it difficult to resist ideological and commercial pressures triggered by the process of economic liberalisation. So, was economic liberalism different from political liberalism? And what do people mean when they refer to neo-liberal policies? The questions she was asking could hardly be addressed without invoking the political economy that has emerged over the last three decades.
When liberalisation of the economy started to receive common consent in the mid-1980s, few people thought of examining what it would mean for education. Then, in 1991 came the dramatic announcement of a new economic policy, accompanied by a package of steps to be taken for ‘structural adjustment’ of the Indian economy. The purpose of ‘adjustment’ was to facilitate India’s integration into the global economy. Even then, education didn’t receive specific attention. Some critics of the new economic policy expressed anxiety about the consequences of state withdrawal from its prime role and responsibility in sectors like education and health. The national policy on education drafted in 1986 had mostly adhered to the established state-centric view. A major review in the early 1990s vaguely resonated the new discourse of liberalisation, but offered little evidence of change in the basic perspective. The Programme of Action, announced in 1992, stopped short of admitting that the state’s role in education was about to change. Nobody could imagine at that point that over the following decades, the state’s role in education would change so much that the Constitution would begin to sound like rhetoric.

School education

In order to examine what happened, we must make a distinction between school and higher education. When Prime Minister P.V. Narasimha Rao spoke about liberalisation as the central theme of the new economic policy, he also referred to the ‘structural adjustment programme’. Under this programme, the World Bank offered a ‘safety net’ for primary education. It meant additional resources and policy guidance to enable the system to expand its capacity for enrolling children. The District Primary Education Programme (DPEP), which later mutated into Sarva Shiksha Abhiyan (SSA), symbolised the ‘safety net’ approach. It was designed to cushion the harsh effects that ‘structural adjustment’ under liberalisation was expected to cause in welfare sectors like children’s education and health. The DPEP and SSA efficiently served this role, creating an ethos in which children’s education seemed to have become a major priority of the state. The success of these programmes emboldened the government to push the Right to Education (RTE) law through Parliament. Governments of many States registered their anxiety over their capacity to fund the implementation of RTE after the Central assistance provided under SSA runs dry.
How valid that anxiety was is now amply clear. All across northern India, the DPEP and SSA have left a radically expanded system that no one wishes to own. The contractual teachers appointed on a massive scale to fulfil the ambitious goals of DPEP and SSA are crying aloud for dignity and stability. Post-RTE, many State governments have drawn on the services of mega-NGOs and private companies to look after schools. As one might guess, it is children of the poor who attend these schools. Under the policy of liberalisation, the state has outsourced these children to non-state players. Those belonging to the better-off sections of society have moved to private schools.

Higher education

In higher education, the new economic policy designed on the principles of liberalisation offered no safety net. From the beginning, the assumption was that higher education ought to generate its own resources. An accompanying idea was that higher education should respond to market demands in terms of knowledge and skills. Over the last three decades, these two guiding ideas have dented the established system of higher education in all parts of the country. Both Central and State universities have been starved of financial resources. Cutting down on permanent staff, both teaching and non-teaching, has emerged as the best strategy to cope with financial crunch. A complex set of outcomes, specific to different universities, makes any general analysis difficult. In some, self-financed courses, mostly vocational in nature, have provided a means of income. In others, such courses have been resisted by teacher unions. However, these unions have gradually lost their power and say because they are broken from within.
A shrinking elite of senior, permanent teachers is struggling to represent a vast underclass of frustrated and vulnerable ad hoc teachers. The old idea that an academic career should attract the best among the young holds no meaning now. Research fellowships have been used as a cushion to absorb the growing army of unemployed, highly qualified young men and women. They have no organised voice, and each one of them is individually too vulnerable to protest against continuous exploitation.
This is the bleak new academic scenario. In India, the term ‘liberal’ essentially meant a voice representing courage and wider awareness. Training of such a voice was the main job of colleges and universities. This function grew under severe constraints in colonial times. The constraints were both social and cultural, but as electoral democracy advanced, political constraints gained ground. Politicians of every ideological persuasion resented the role of colleges and universities in maintaining the supply of critical voices. These institutions have now been forced to compromise their role in training the young to speak out. The compromise has taken over three decades to occur. It is hardly surprising that no political party shed a tear. So, if we now return to the question my young student had asked: ‘Does liberalisation promote liberal values?’ The answer is, ‘It hasn’t.’ Rather, it has eroded our society’s institutional capacity to train young people who might pursue liberal values by exercising an independent voice.
Krishna Kumar is professor of education at Delhi University and a former director of NCERT
Source: The Hindu, 26-05-2017

Bail or jail: on bail law reforms


The Law Commission’s report on bail law reforms deserves urgent attention

That bail is the norm and jail the exception is a principle that is limited in its application to the affluent, the powerful and the influential. The Law Commission, in its 268th Report, highlights this problem once again by remarking that it has become the norm for the rich and powerful to get bail with ease, while others languish in prison. While making recommendations to make it easier for all those awaiting trial to obtain bail, the Commission, headed by former Supreme Court judge B.S. Chauhan, grimly observes that “the existing system of bail in India is inadequate and inefficient to accomplish its purpose.” One of the first duties of those administering criminal justice must be that bail practices are “fair and evidence-based”. “Decisions about custody or release should not be influenced to the detriment of the person accused of an offence by factors such as gender, race, ethnicity, financial conditions or social status,” the report says. The main reason that 67% of the current prison population is made up of undertrials is the great inconsistency in the grant of bail. Even when given bail, most are unable to meet the onerous financial conditions to avail it. The Supreme Court had noticed this in the past, and bemoaned the fact that poverty appears to be the main reason for the incarceration of many prisoners, as they are unable to afford bail bonds or provide sureties. The Commission’s report recommending a set of significant changes to the law on bail deserves urgent attention.
The Commission seeks to improve on a provision introduced in 2005 to grant relief to thousands of prisoners languishing without trial and to decongest India’s overcrowded prisons. Section 436A of the Code of Criminal Procedure stipulates that a prisoner shall be released on bail on personal bond if he or she has undergone detention of half the maximum period of imprisonment specified for that offence. The Law Commission recommends that those detained for an offence that would attract up to seven years’ imprisonment be released on completing one-third of that period, and those charged with offences attracting a longer jail term, after they complete half of that period. For those who had spent the whole period as undertrials, the period undergone may be considered for remission. In general terms, the Commission cautions the police against needless arrests and magistrates against mechanical remand orders. It gives an illustrative list of conditions that could be imposed in lieu of sureties or financial bonds. It advocates the need to impose the “least restrictive conditions”. However, as the report warns, bail law reform is not the panacea for all problems of the criminal justice system. Be it overcrowded prisons or unjust incarceration of the poor, the solution lies in expediting the trial process. For, in our justice system, delay remains the primary source of injustice.
Source: The Hindu, 25-05-2017