Welfare provisions for plantation workers in the Occupational Safety, Health and Working Conditions Code, 2020 are subject to how respective state governments frame rules and can have wide variations too. A basic standard template from the central government would have been better, preventing wide variations, as well as ensuring a basic threshold. Further, there is a need to recognise the use of technology in ensuring better occupational safety and health outcomes.
In the absence of state support and social security, the COVID-19 pandemic and lockdowns created short- and long-term hardships for already marginalised tribal communities in India.
The cultural marginalisation of the tribal people in India through the school system in pre- and post-independence India is discussed by drawing parallels with the residential school system that existed in the United States and Canada.
This study analyses adult illiteracy in Lucknow, focusing on inequalities between different geographical regions, castes, age groups and genders. The reading ability of 1.06 million people in the 15–60 age group was tested, and the literacy rate found to be 65%—substantially lower than the census figures of 77% for Lucknow and 68% for Uttar Pradesh. Each socio-demographic dimension measured was a key determinant of literacy—disadvantaged groups had literacy rates substantially below the mean. Socio-demographic determinants also compound each other, highly disadvantaging some subgroups, an aspect that policymakers must take into consideration when developing policies to increase literacy equity.
The paper focuses on the changing trends in budget allocations of the Brihanmumbai Municipal Corporation, especially since the structural adjustment programme that came to be implemented from 1990 and how it has affected civic services, especially health and education. The paper concludes that it has increasingly directed public resources to the private sector and reduced access adversely access to both healthcare and school education for Mumbaikars.
This paper examines the experiences of Anglo-Indian women teaching in Bengaluru’s English medium private schools to understand how they negotiate professional constraints by drawing on Diane Reay’s feminist extension of Pierre Bourdieu’s “forms of capital.” It argues that her concept of “emotional capital” can be used to explain how interviewees attempt to overcome their limited cultural and social capital. We also suggest that Arlie Hochschild’s notion of “emotional labour,” distinct from Reay’s emotional capital, when deployed alongside the latter, highlights the complex negotiations that interviewees undertake. In doing so, this work attempts to contribute a minority perspective to research on schoolteachers’ lives. In the process, it also seeks to extend emotional capital (a concept Reay deployed to explain mothers’ investment in their children) to understand women’s professional experiences.
This paper, based on the data from the annual Periodic Labour Force Survey, reflects on the lack of sustainable sources of livelihood and the phenomenon of multiple activities pursued simultaneously. A thorough analysis of the quarterly data suggests that in the rural areas, workers largely dependent on agriculture are compelled to shift to other activities in the off season. The nature of employment also varies, particularly in the urban areas. The occupational choice model estimated based on the quarterly data is indicative of changes in the marginal effect for workers of a given caste or an individual with a certain educational attainment. Certain social categories and workers with less educational attainments are more susceptible to changing probability of joining a particular activity and adopting multiple activities.
The Challenge of Democratization: Learning and Teaching History in the 21st Century edited by Kumkum Roy, 2020; New Delhi, pp 230, free e-book, https://www.academia.edu/44456294/Phoenixkrjune.
The recent reduction in the secondary and higher secondary school curriculum by the Central Board of Secondary Education has resulted in relief among most students while drawing criticism from teachers, scholars and academics who see a method into the presumably random deletion of topics to reduce the workload of students. The CBSE clarified that these are one-time changes resultant of the extraordinary situation arising from COVID-19. This article raises the critical question whether removing important conceptual notions as secularism, federalism and citizenship can lead to deletion of these ideas from the political discourse and public memory.
The online classroom, with its emphasis on intangible concepts and symbols, opens up unseen relationships between time, knowledge, culture, and society in determining a student’s identity.
