%PDF-1.2 %���� 12 0 obj << /Length 13 0 R >> stream BT 178.5 726.75 TD 0 0 0 rg /F0 11.625 Tf -0.0757 Tc 0.1694 Tw (WE AND THE SOCIALLY MARGINALIZED) Tj 236.25 0 TD 0 Tc 0.0938 Tw ( ) Tj -327 -13.5 TD /F1 11.625 Tf 0.004 Tw ( ) Tj 339.75 0 TD -0.0322 Tc 0.1259 Tw (Payal Aggarwal) Tj 75 0 TD 0 Tc 0.0938 Tw ( ) Tj -414.75 -13.5 TD ( ) Tj 0 -13.5 TD /F2 11.625 Tf -0.054 Tc 0.8978 Tw (The article) Tj 51 0 TD 0 Tc 0.0938 Tw ( ) Tj 3.75 0 TD -0.0496 Tc 0.7059 Tw (explores the text book and its transactions that often contradict each other s) Tj 358.5 0 TD -0.5625 Tc -0.0938 Tw (o ) Tj -413.25 -13.5 TD -0.0032 Tc 1.2636 Tw (much that the claims laid by the text gets ) Tj 206.25 0 TD 0.1269 Tc 0 Tw (reverted) Tj 39 0 TD 0 Tc 0.0938 Tw ( ) Tj 3.75 0 TD 0.0039 Tc 1.0273 Tw (through class room interpretations. ) Tj -249 -13.5 TD -0.0432 Tc 1.3088 Tw (Even after NCF, 2005, text books do not seem to be fully liberated from the worldview ) Tj 0 -12.75 TD 0.0587 Tc 2.785 Tw (that the marginalized are responsible for their own plight and classrooms seem t) Tj 412.5 0 TD 0.1875 Tc -0.0938 Tw (o ) Tj -412.5 -13.5 TD 0.0135 Tc 0.0803 Tw (reinforce this even further. ) Tj 130.5 0 TD 0 Tc 0.0938 Tw ( ) Tj -130.5 -13.5 TD /F1 11.625 Tf ( ) Tj 0 -13.5 TD ( ) Tj T* -0.0267 Tc 2.9473 Tw (Education is a process of democratizing, a process aiming at bringing equality and ) Tj 0 -12.75 TD 0.0234 Tc 0.1281 Tw (bridging the social gap between different classes and community of people. 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Hence I w) Tj 230.25 0 TD -0.0364 Tc 2.1926 Tw (ant to stress that though a class may ) Tj -235.5 -13.5 TD -0.0225 Tc 0.8662 Tw (revolve around the textbook) Tj 132 0 TD 0.0938 Tc 0 Tw (,) Tj 3 0 TD 0 Tc 0.0938 Tw ( ) Tj 3.75 0 TD -0.0724 Tc 1.1661 Tw (still what happens in the class depend) Tj 179.25 0 TD -0.0221 Tc 0 Tw (s) Tj 4.5 0 TD 0 Tc 0.0938 Tw ( ) Tj 3.75 0 TD 0.0325 Tc 0.6613 Tw (on the actors of the ) Tj -326.25 -13.5 TD -0.1698 Tc 0 Tw (class) Tj 21.75 0 TD 0.0938 Tc (,) Tj 3 0 TD 0 Tc 0.0938 Tw ( ) Tj 3.75 0 TD -0.1986 Tc 1.0423 Tw (that is) Tj 27.75 0 TD 0.0938 Tc 0 Tw (,) Tj 3 0 TD 0 Tc 0.0938 Tw ( ) Tj 2.25 0 TD -0.0209 Tc 0.2647 Tw (the students and the teachers. ) Tj 139.5 0 TD 0 Tc 0.0938 Tw ( ) Tj -201 -13.5 TD ( ) Tj ET endstream endobj 20 0 obj 9584 endobj 18 0 obj << /Type /Page /Parent 5 0 R /Resources << /Font << /F1 8 0 R /F2 10 0 R >> /ProcSet 2 0 R >> /Contents 19 0 R >> endobj 22 0 obj << /Length 23 0 R >> stream BT 87.75 726.75 TD 0 0 0 rg /F0 11.625 Tf -0.0518 Tc -0.0044 Tw (Role of the teacher and students) Tj 159 0 TD 0 Tc 0.0938 Tw ( ) Tj -159 -13.5 TD /F1 11.625 Tf -0.0642 Tc 1.158 Tw (Most of the time the teacher ) Tj 140.25 0 TD -0.2385 Tc 1.8322 Tw (spoke and) Tj 47.25 0 TD 0 Tc 0.0938 Tw ( ) Tj 4.5 0 TD 0.0885 Tc 0 Tw (c) Tj 6 0 TD -0.1452 Tc (hildre) Tj 26.25 0 TD -0.0776 Tc 1.5463 Tw (n only spoke to answer the recall) Tj 159 0 TD -0.1211 Tc 0 Tw (-) Tj 3.75 0 TD 0 Tc 0.0938 Tw ( ) Tj 4.5 0 TD 0.106 Tc 0.7378 Tw (based ) Tj -391.5 -13.5 TD -0.1075 Tc 0.2013 Tw (questions. ) Tj 49.5 0 TD 0.2865 Tc 0 Tw (S) Tj 7.5 0 TD -0.1907 Tc 0.2844 Tw (tudents ) Tj 36.75 0 TD -0.2093 Tc 0 Tw (were) Tj 21.75 0 TD 0 Tc 0.0938 Tw ( ) Tj 3.75 0 TD -0.0447 Tc 0.8134 Tw (passive recipients of the knowledge rather than active agents in ) Tj -119.25 -13.5 TD -0.0655 Tc 1.7746 Tw (constructing knowledge. 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Tj 2.25 0 TD 0 Tc 0.0938 Tw ( ) Tj 3.75 0 TD ( ) Tj -273 -13.5 TD ( ) Tj 0 -13.5 TD -0.0295 Tc 1.4468 Tw (As soon as something was written on the black board it was copied by the students in ) Tj 0 -12.75 TD -0.1059 Tc 0.5747 Tw (their notebook. ) Tj 73.5 0 TD -0.0849 Tc 0.4286 Tw (These were often the) Tj 97.5 0 TD 0 Tc 0.0938 Tw ( ) Tj 3.75 0 TD -0.1896 Tc 0.2833 Tw (facts ) Tj 24 0 TD 0.0653 Tc 0.4034 Tw (picked up from) Tj 71.25 0 TD 0 Tc 0.0938 Tw ( ) Tj 3 0 TD 0.0552 Tc 0.0386 Tw (the textbook) Tj 58.5 0 TD 0.0938 Tc 0 Tw (.) Tj 3 0 TD 0 Tc 0.0938 Tw ( ) Tj 3 0 TD -0.1061 Tc 0.9499 Tw (Focus was) Tj 48 0 TD 0 Tc 0.0938 Tw ( ) Tj 3.75 0 TD 0.0838 Tc 0.3849 Tw (on the ) Tj -389.25 -14.25 TD -0.1357 Tc 3.9795 Tw (facts and not on the) Tj 0 Tc 0.0938 Tw ( ) Tj 111 0 TD -0.3787 Tc 0 Tw (issues) Tj 26.25 0 TD 0.0938 Tc (. ) Tj 9.75 0 TD -0.0897 Tc 3.6001 Tw (For example teacher wrote the data related to female ) Tj -147 -12.75 TD 0.0334 Tc 2.8295 Tw (infanticide and articles of the constitution which were related to social justice and ) Tj 0 -13.5 TD -0.0668 Tc 0.5772 Tw (marginalization. The teacher also asked the students to learn them) Tj 306 0 TD /F0 11.625 Tf 0.0938 Tc 0 Tw (.) Tj 3.75 0 TD 0 Tc 0.0938 Tw ( ) Tj -309.75 -13.5 TD /F1 11.625 Tf ( ) Tj 0 -12.75 TD -0.06 Tc 0.9038 Tw (The exercise) Tj 59.25 0 TD -0.0221 Tc 0 Tw (s) Tj 4.5 0 TD 0 Tc 0.0938 Tw ( ) Tj 4.5 0 TD -0.0127 Tc 0.6422 Tw (given at the end of the chapter ) Tj 148.5 0 TD -0.0298 Tc 0.8736 Tw (also had their own status. 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Tj 105 0 TD 0 Tc 0.0938 Tw ( ) Tj -105 -12.75 TD ( ) Tj 0 -14.25 TD ( ) Tj 0 -12.75 TD /F0 11.625 Tf -0.0853 Tc 0.5541 Tw (Dealing with conflict) Tj 102.75 0 TD /F1 11.625 Tf 0 Tc 0.0938 Tw ( ) Tj -102.75 -14.25 TD -0.3529 Tc 0 Tw (T) Tj 7.5 0 TD -0.3142 Tc (here) Tj 18.75 0 TD /F0 11.625 Tf 0 Tc 0.0938 Tw ( ) Tj 3.75 0 TD /F1 11.625 Tf 0.0512 Tc 0.1363 Tw (seems to be the hidden assumption that conflicts are bad and are to be avoided. As ) Tj -30 -12.75 TD -0.2085 Tc 3.3022 Tw (would be reve) Tj 70.5 0 TD 0.0885 Tc 0 Tw (a) Tj 6 0 TD -0.0916 Tc 3.0916 Tw (led in the next section any point which show) Tj 228 0 TD -0.0849 Tc 2.7287 Tw (s that there is constant ) Tj -304.5 -13.5 TD -0.0735 Tc 1.5172 Tw (conflict in the society among different classes is not told. Conflicts are either shown as ) Tj 0 -13.5 TD -0.0317 Tc 1.7192 Tw (things of the past or of remote villages. 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Tj 298.5 0 TD /F0 11.625 Tf 0 Tc 0.0938 Tw ( ) Tj -390 -13.5 TD ( ) Tj 0 -13.5 TD /F1 11.625 Tf ( ) Tj T* /F0 11.625 Tf -0.0409 Tc 0 Tw (Content) Tj 39 0 TD 0 Tc 0.0938 Tw ( ) Tj 3 0 TD 0.0484 Tc 0.2954 Tw (of the Text Book) Tj ET 87.75 216 126 1.5 re f BT 213.75 218.25 TD 0 Tc 0.0938 Tw ( ) Tj -126 -13.5 TD ( ) Tj 0 -12.75 TD /F1 11.625 Tf -0.0551 Tc 1.5239 Tw (In this section I would look ) Tj 139.5 0 TD 0.0886 Tc 1.2909 Tw (at the content of the textbooks and anal) Tj 194.25 0 TD 0.1875 Tc 0 Tw (y) Tj 5.25 0 TD -0.2182 Tc 1.437 Tw (ze how ) Tj 39 0 TD 0.0528 Tc 0.791 Tw (different ) Tj -378 -13.5 TD -0.247 Tc 1.0908 Tw (issues have) Tj 51.75 0 TD 0 Tc 0.0938 Tw ( ) Tj 3 0 TD -0.0752 Tc 0.4689 Tw (been dealt with in the text) Tj 120.75 0 TD 0 Tc 0 Tw (book) Tj 23.25 0 TD 0.0938 Tw ( ) Tj 2.25 0 TD 0.028 Tc 0.5657 Tw (and in the class) Tj 72 0 TD 0.0938 Tc 0 Tw (.) Tj 3.75 0 TD 0 Tc 0.0938 Tw ( ) Tj -276.75 -13.5 TD ( ) Tj 0 -14.25 TD /F3 11.625 Tf -0.0975 Tc 0 Tw (\267) Tj 5.25 0 TD /F4 11.625 Tf 0 Tc -0.2318 Tw ( ) Tj 12 0 TD /F0 11.625 Tf 0.0009 Tc 0.4679 Tw (Portrayal of depressed classes ) Tj 151.5 0 TD /F5 11.625 Tf 0 Tc 0.0938 Tw ( ) Tj -168.75 -13.5 TD /F1 11.625 Tf ( ) Tj ET endstream endobj 23 0 obj 8060 endobj 21 0 obj << /Type /Page /Parent 5 0 R /Resources << /Font << /F0 6 0 R /F1 8 0 R /F3 14 0 R /F4 16 0 R /F5 24 0 R >> /ProcSet 2 0 R >> /Contents 22 0 R >> endobj 27 0 obj << /Length 28 0 R >> stream BT 87.75 726.75 TD 0 0 0 rg /F1 11.625 Tf -0.1231 Tc 1.0502 Tw (In the text as well as by the teacher the depressed class is shown as being themselves the ) Tj 0 -13.5 TD -0.033 Tc 0.8767 Tw (cause of th) Tj 51 0 TD -0.0839 Tc 0.9276 Tw (eir oppression. To quote the statements said by the teacher) Tj 279 0 TD -0.1211 Tc 0 Tw (-) Tj 5.25 0 TD -0.0638 Tc 0.6576 Tw (\223There are people ) Tj -335.25 -13.5 TD -0.0707 Tc 0.4145 Tw (who carry on the job of their parents. Have you seen Ramesh Bhaiya) Tj 321.75 0 TD -0.1211 Tc 0 Tw (-) Tj 4.5 0 TD 0 Tc 0.0938 Tw ( ) Tj 3 0 TD -0.048 Tc 0.5167 Tw (one who sweeps in ) Tj -329.25 -13.5 TD -0.063 Tc 0.9901 Tw (the school. His mother is a sweeper at the ) Tj 204.75 0 TD 0.0552 Tc 0.0385 Tw (railway ) Tj 39 0 TD -0.0726 Tc 1.4163 Tw (station. He is following his mothers\222 ) Tj -243.75 -13.5 TD 0.138 Tc 0 Tw (oc) Tj 11.25 0 TD -0.1094 Tc 2.346 Tw (cupation. Had he done some studies he would have become something else, but he ) Tj -11.25 -13.5 TD -0.074 Tc 2.1677 Tw (chose the easier ) Tj 84.75 0 TD 0.0443 Tc -0.7005 Tw (way ) Tj 24.75 0 TD -0.0474 Tc 3.1411 Tw (of not studying and following the mother\222s occupation. Their ) Tj -109.5 -12.75 TD -0.1173 Tc 1.461 Tw (pathetic condition is ) Tj 100.5 0 TD -0.2352 Tc 0.329 Tw (the ) Tj 18 0 TD -0.0801 Tc 1.6738 Tw (result of their own actions. Government has provided facilities ) Tj -118.5 -13.5 TD 0.1159 Tc 1.4779 Tw (for t) Tj 21 0 TD -0.1397 Tc 1.8272 Tw (hem and made provisions. It is their fault that they are not taking advantage of the ) Tj -21 -13.5 TD 0.0367 Tc 0.807 Tw (government policies.\224) Tj 103.5 0 TD -0.1186 Tc 1.0695 Tw (Hence it can be clearly seen that the poor and low caste people are ) Tj -103.5 -13.5 TD -0.0411 Tc 0.242 Tw (shown as being responsible for their poverty. ) Tj 213 0 TD 0 Tc 0.0938 Tw ( ) Tj -213 -13.5 TD ( ) Tj 0 -12.75 TD -0.2157 Tc 2.9344 Tw (It is also interesting to see how) Tj 0 Tc -0.6563 Tw ( ) Tj 159.75 0 TD -0.0748 Tc 2.2518 Tw (the text book gets interpreted in quite different ways ) Tj -159.75 -13.5 TD 0.0069 Tc 0.6494 Tw (through classroom teaching. For instance,) Tj 197.25 0 TD 0 Tc 0.0938 Tw ( ) Tj 3 0 TD -0.1276 Tc 0.9714 Tw (the text ) Tj 39 0 TD -0.0504 Tc -1.3558 Tw (stated: ) Tj 34.5 0 TD -0.0886 Tc 1.1824 Tw (\223When an educated youth of a ) Tj -273.75 -13.5 TD -0.029 Tc 5.3727 Tw (dalit community goes to the employment exchange looking for a job, he was) Tj 0 Tc 0.8438 Tw ( ) Tj 0 -13.5 TD -0.0496 Tc 0.5933 Tw (automatically put down for a ) Tj 139.5 0 TD /F2 11.625 Tf 0.0367 Tc 0.807 Tw (safai kara) Tj 48 0 TD -0.0096 Tc 0.1034 Tw (m chari\222s) Tj 44.25 0 TD /F1 11.625 Tf 0 Tc 0.0938 Tw ( ) Tj 3.75 0 TD -0.0533 Tc 0.8033 Tw (position or some other low job. This is ) Tj -235.5 -13.5 TD -0.0635 Tc 0.4251 Tw (social conditioning: people feel this way because it is natural for them to do so.\224) Tj 373.5 0 TD 0 Tc 0.0938 Tw ( ) Tj -373.5 -12.75 TD ( ) Tj 0 -14.25 TD -0.1102 Tc 0.829 Tw (When the teacher explained this she said) Tj 191.25 0 TD -0.1211 Tc 0 Tw (-) Tj 5.25 0 TD -0.2096 Tc (\223SC) Tj 18.75 0 TD 0 Tc 0.0938 Tw ( ) Tj 3.75 0 TD -0.0989 Tc 1.0498 Tw (went to the employment exchange and got ) Tj -219 -12.75 TD 0.0414 Tc 0.5024 Tw (himself registered as a safai kaaram) Tj 168.75 0 TD 0 Tc 0.0938 Tw ( ) Tj 3.75 0 TD -0.0714 Tc 1.0515 Tw (chari, though he was educated. Why did he do so is ) Tj -172.5 -13.5 TD -0.1351 Tc 0.2288 Tw (beyond my ) Tj 56.25 0 TD -0.2463 Tc 0 Tw (imagination?) Tj 60 0 TD -0.0953 Tc 1.0016 Tw (\224 She completely misread the text and interpreted it on the basis ) Tj -116.25 -13.5 TD 0.0178 Tc 0.1642 Tw (of her world view. According to her the schedule caste person himself chose to be a safai ) Tj 0 -12.75 TD 0.0116 Tc 2.3322 Tw (karam chari though the tex) Tj 132 0 TD -0.0997 Tc 2.4435 Tw (t said it was the person in the employment exchange who ) Tj -132 -14.25 TD -0.0115 Tc 1.0552 Tw (registered him as a safai karamchari. This could have been a good example to illustrate ) Tj 0 -12.75 TD -0.1416 Tc 3.2889 Tw (how caste system is still entrenched in the minds of people \(including the educated ) Tj 0 -14.25 TD -0.0882 Tc 0.7445 Tw (people living in cities\) and) Tj 125.25 0 TD 0 Tc 0.0938 Tw ( ) Tj 3.75 0 TD -0.1434 Tc 0.2372 Tw (in spite) Tj 33.75 0 TD 0 Tc 0.0938 Tw ( ) Tj 3 0 TD -0.0199 Tc 0.5304 Tw (of the constitutional provisions how it continues to be ) Tj -165.75 -12.75 TD -0.0504 Tc 2.3941 Tw (manifested in different forms. However ) Tj 198.75 0 TD -0.1267 Tc 3.2205 Tw (the teacher) Tj 52.5 0 TD 0 Tc 0.0938 Tw ( ) Tj 6 0 TD -0.024 Tc 2.1534 Tw (fails to recognize the role of the ) Tj -257.25 -12.75 TD -0.0362 Tc 0.9953 Tw (privileged section in contributing to the pathetic conditions of schedule castes. She feels ) Tj 0 -14.25 TD -0.0738 Tc 0.1676 Tw (that the cas) Tj 52.5 0 TD -0.0551 Tc 0.4373 Tw (te system was practiced in the past and after independence the government has ) Tj -52.5 -12.75 TD -0.1316 Tc 2.6959 Tw (made the provisions for their upliftment. Now it is up to them to make use of these ) Tj 0 -14.25 TD -0.0912 Tc 1.1996 Tw (provisions. If they are not making use of these provisions it is because they do not want ) Tj 0 -12.75 TD -0.0625 Tc 0.1563 Tw (to w) Tj 19.5 0 TD -0.0075 Tc 0.1012 Tw (ork hard. ) Tj 48.75 0 TD 0 Tc 0.0938 Tw ( ) Tj -68.25 -13.5 TD ( ) Tj 0 -13.5 TD ( ) Tj 17.25 -13.5 TD /F3 11.625 Tf -0.0975 Tc 0 Tw (\267) Tj 5.25 0 TD /F4 11.625 Tf 0 Tc -0.2318 Tw ( ) Tj 12.75 0 TD /F0 11.625 Tf -0.0347 Tc 1.6285 Tw (Issue of untouchability) Tj 115.5 0 TD -0.1211 Tc 0 Tw (-) Tj 3.75 0 TD 0 Tc 0.0938 Tw ( ) Tj 4.5 0 TD -0.2539 Tc 0 Tw (T) Tj 7.5 0 TD /F1 11.625 Tf 0.0313 Tc -0.6875 Tw (alking ) Tj 33 0 TD 0.9375 Tc 0 Tw (on) Tj 12 0 TD 0 Tc 0.0938 Tw ( ) Tj 5.25 0 TD -0.0682 Tc 1.912 Tw (untouchability the teacher discusse) Tj 165.75 0 TD 0.1875 Tc 0 Tw (d) Tj 5.25 0 TD 0 Tc 0.0938 Tw ( ) Tj 4.5 0 TD 0.0838 Tc 0.7599 Tw (about ) Tj -357 -14.25 TD 0.0204 Tc 0.3234 Tw (manual scavenging. She sa) Tj 127.5 0 TD -1.1471 Tc 0 Tw (id) Tj 8.25 0 TD -0.0046 Tc 0.8484 Tw (, \223They remove human excreta with bare hands. No ) Tj -135.75 -12.75 TD 0.0025 Tc 1.0287 Tw (body wants to touch them. It is also not hygienic. Leave caste aside. We do not ) Tj 0 -13.5 TD -0.1838 Tc -0.4724 Tw (follow ) Tj 33 0 TD 0.0023 Tc 0 Tw (caste) Tj 23.25 0 TD 0.0938 Tc (,) Tj 3.75 0 TD 0 Tc 0.0938 Tw ( ) Tj 3.75 0 TD 0.0477 Tc 0.796 Tw (but ) Tj 18.75 0 TD -0.1875 Tc -0.4688 Tw (do ) Tj 15.75 0 TD 0.0431 Tc 0.3007 Tw (you think you ) Tj 70.5 0 TD 0.0375 Tc 0.0563 Tw (would ) Tj 33.75 0 TD -0.001 Tc 1.0323 Tw (like to take water from the hands that ) Tj -202.5 -13.5 TD 0.0209 Tc 1.1979 Tw (have cleaned toilets) Tj 93.75 0 TD 0.0885 Tc 0 Tw (?) Tj 4.5 0 TD 0 Tc 0.0938 Tw ( ) Tj 4.5 0 TD /F2 11.625 Tf 0.0782 Tc 1.2156 Tw (Kiska man karega pani pene ka) Tj 153.75 0 TD 0.1875 Tc 0 Tw (?) Tj 6 0 TD /F1 11.625 Tf 0 Tc 0.0938 Tw ( ) Tj 4.5 0 TD -0.1984 Tc 0.2922 Tw (Germs ) Tj 34.5 0 TD /F2 11.625 Tf 0.0629 Tc 1.5309 Tw (ho sakte hai) Tj 59.25 0 TD /F1 11.625 Tf -0.3472 Tc 0.816 Tw (. We ) Tj -360.75 -13.5 TD -0.1011 Tc 0.6949 Tw (believe everybody is equal) Tj 123 0 TD 0.0938 Tc 0 Tw (,) Tj 3 0 TD 0 Tc 0.0938 Tw ( ) Tj 3 0 TD -0.0254 Tc 0.2692 Tw (but hygiene is something different. ) Tj 165.75 0 TD /F2 11.625 Tf 0.0047 Tc 0.089 Tw (Ha agar wo gloves ) Tj -294.75 -13.5 TD -0.0273 Tc 0.121 Tw (pahan kar toilets clean k) Tj 115.5 0 TD -0.0456 Tc 0.1393 Tw (arenge to alag bat hai.) Tj 105.75 0 TD /F1 11.625 Tf -0.6615 Tc 0.0052 Tw (\224 ) Tj 8.25 0 TD 0 Tc 0.0938 Tw ( ) Tj -247.5 -12.75 TD ( ) Tj 0 -13.5 TD -0.0156 Tc 0.2968 Tw (Here we can see that though the teacher has said that untouchability is bad she herself ) Tj T* -0.0308 Tc 0.4058 Tw (gives another argument to reinforce the ideas that th) Tj 243 0 TD 0.0013 Tc 0.0925 Tw (ose people) Tj 49.5 0 TD 0 Tc 0.0938 Tw ( ) Tj 3 0 TD 0.0108 Tc 0.2705 Tw (should not be touched. ) Tj -295.5 -13.5 TD -0.1368 Tc 1.1306 Tw (Instead of telling things from the point of view of ma) Tj 252 0 TD 0.0058 Tc 0.388 Tw (nual scavenger and stressing on ) Tj -252 -13.5 TD -0.0127 Tc 0.294 Tw (the fact and it should be banned she reinforc) Tj 207 0 TD 0.138 Tc 0 Tw (ed) Tj 11.25 0 TD 0 Tc 0.0938 Tw ( ) Tj 3.75 0 TD -0.0506 Tc 0.1444 Tw (the existing perceptions) Tj 110.25 0 TD 0.0758 Tc 0.2054 Tw (. She also says ) Tj -332.25 -12.75 TD -0.0395 Tc 2.0618 Tw (if that person wears gloves then things would be different. But why aren\222t gloves ) Tj ET endstream endobj 28 0 obj 8922 endobj 26 0 obj << /Type /Page /Parent 5 0 R /Resources << /Font << /F0 6 0 R /F1 8 0 R /F2 10 0 R /F3 14 0 R /F4 16 0 R >> /ProcSet 2 0 R >> /Contents 27 0 R >> endobj 30 0 obj << /Length 31 0 R >> stream BT 105 726.75 TD 0 0 0 rg /F1 11.625 Tf -0.0767 Tc 1.483 Tw (provided to them? Who has the responsibility to provid) Tj 266.25 0 TD -0.0851 Tc 1.5717 Tw (e gloves to them? Why is it ) Tj -266.25 -13.5 TD -0.0432 Tc 0.2775 Tw (that though manual scavenging is banned that it continues to exist? What is the role of ) Tj 0 -13.5 TD -0.0375 Tc 6.6313 Tw (government? Are they there only to make laws? Who would see to its) Tj 0 Tc 0.8438 Tw ( ) Tj T* 0.0374 Tc 2.9626 Tw (implementation? Who are the people who employ manual scavenger) Tj 344.25 0 TD -0.0221 Tc 0 Tw (s) Tj 4.5 0 TD 0.1858 Tc 2.158 Tw (? Why do ) Tj -348.75 -13.5 TD 0.1875 Tc 0 Tw (p) Tj 6 0 TD -0.1314 Tc 2.5906 Tw (eople go for manual scavenging? All these are questions which could have been ) Tj -6 -13.5 TD 0.0125 Tc 1.5813 Tw (discussed and debated but there was complete silence on these issues. ) Tj 345 0 TD 0.5625 Tc 0 Tw (Such) Tj 23.25 0 TD 0 Tc 0.0938 Tw ( ) Tj 5.25 0 TD -0.0037 Tc 0.8474 Tw (issues ) Tj -373.5 -12.75 TD 0.0118 Tc 0.082 Tw (create conflict and ) Tj 89.25 0 TD -0.0279 Tc 0.4029 Tw (school curriculum always shies away from creating such conflicts) Tj 308.25 0 TD /F2 11.625 Tf 0.0938 Tc 0 Tw (.) Tj 3.75 0 TD 0 Tc 0.0938 Tw ( ) Tj -401.25 -13.5 TD 0.4281 Tc 2.6657 Tw (\(Kumar, K) Tj 54 0 TD 0.0938 Tc 0 Tw (,) Tj 3 0 TD 0 Tc 0.0938 Tw ( ) Tj 6.75 0 TD 0 Tw (1996) Tj 23.25 0 TD -0.8711 Tc 4.7149 Tw (; ) Tj 3.9375 Tc 0 Tw (7) Tj 15.75 0 TD -0.1211 Tc (\)) Tj 3.75 0 TD 0 Tc 0.0938 Tw ( ) Tj 6 0 TD /F1 11.625 Tf -0.1211 Tc 0 Tw (I) Tj 3.75 0 TD -0.0702 Tc 3.573 Tw (t is resolution of such conflicts which lead to a deeper ) Tj -116.25 -13.5 TD -0.1025 Tc 2.8213 Tw (understanding of issue) Tj 108.75 0 TD -0.0221 Tc 0 Tw (s) Tj 3.75 0 TD 0 Tc 0.0938 Tw ( ) Tj 6 0 TD 0.008 Tc 2.3358 Tw (like untouchability) Tj 89.25 0 TD -0.2318 Tc 0 Tw (;) Tj 3 0 TD 0 Tc 0.0938 Tw ( ) Tj 6 0 TD -0.0662 Tc 2.4099 Tw (just saying that manual scavenging is ) Tj -216.75 -13.5 TD -0.0955 Tc 0 Tw (banned) Tj 33 0 TD 0 Tc 0.0938 Tw ( ) Tj 3 0 TD -0.0588 Tc 0.715 Tw (does not help any understanding) Tj 150 0 TD 0.0938 Tc 0 Tw (.) Tj 3.75 0 TD 0 Tc 0.0938 Tw ( ) Tj -207 -13.5 TD /F0 11.625 Tf ( ) Tj 163.5 0 TD ( ) Tj -163.5 -13.5 TD /F3 11.625 Tf -0.0975 Tc 0 Tw (\267) Tj 5.25 0 TD /F4 11.625 Tf 0 Tc -0.2318 Tw ( ) Tj 12 0 TD /F0 11.625 Tf 0.0116 Tc 0.0821 Tw (Portrayal of villages) Tj 100.5 0 TD 0 Tc 0.0938 Tw ( ) Tj -117.75 -13.5 TD /F1 11.625 Tf -0.0401 Tc 1.9553 Tw (The text and the teacher portrayed the vi) Tj 198.75 0 TD 0.0094 Tc 1.3701 Tw (llages as being backward places where social ) Tj -198.75 -13.5 TD 0.0347 Tc 0.1059 Tw (discrimination on the basis of caste and gender is done. The urban areas were depicted as ) Tj 0 -13.5 TD -0.0189 Tc -0.0027 Tw (places of educated and civil people who do not believe in such discrimination. ) Tj 366.75 0 TD 0 Tc 0.0938 Tw ( ) Tj -366.75 -13.5 TD ( ) Tj 0 -13.5 TD -0.0619 Tc 0.5307 Tw (In the text it was written ) Tj 119.25 0 TD 0.1875 Tc 0 Tw (\226) Tj 6 0 TD 0 Tc 0.0938 Tw ( ) Tj 3.75 0 TD /F2 11.625 Tf -0.0022 Tc 0.846 Tw (\223in general) Tj 54 0 TD 0 Tc 0.0938 Tw ( ) Tj 3.75 0 TD -0.0431 Tc 0.6993 Tw (urban Indians are less particular about the caste ) Tj -186.75 -13.5 TD 0.07 Tc 1.9737 Tw (system than the rural folk. Use of public transport and public places has become a ) Tj 0 -12.75 TD 0.0194 Tc 2.0431 Tw (necessity rather than a privilege enjoyed solely by the upper castes. 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Female ) Tj 264.75 0 TD -0.1392 Tc 0 Tw (feticide) Tj 33.75 0 TD 0 Tc 0.0938 Tw ( ) Tj 3 0 TD 0.0571 Tc 0.2867 Tw (cannot be done ) Tj -347.25 -12.75 TD -0.0177 Tc 0.2615 Tw (without the help of doctors ) Tj 128.25 0 TD 0.0241 Tc 0.8196 Tw (which happen) Tj 64.5 0 TD 0 Tc 0.0938 Tw ( ) Tj 3.75 0 TD -0.1379 Tc 0.2316 Tw (in cities. ) Tj 42 0 TD 0 Tc 0.0938 Tw ( ) Tj -238.5 -13.5 TD ( ) Tj 0 -13.5 TD /F0 11.625 Tf ( ) Tj T* /F3 11.625 Tf -0.0975 Tc 0 Tw (\267) Tj 5.25 0 TD /F4 11.625 Tf 0 Tc -0.2318 Tw ( ) Tj 12 0 TD /F0 11.625 Tf 0.0242 Tc -0.118 Tw (Portrayal of govt/ state ) Tj 117 0 TD /F1 11.625 Tf 0 Tc 0.0938 Tw ( ) Tj -134.25 -14.25 TD -0.0636 Tc 1.2824 Tw (In the textbook) Tj 72 0 TD /F0 11.625 Tf 0 Tc 0.0938 Tw ( ) Tj 5.25 0 TD /F1 11.625 Tf -0.7352 Tc 0 Tw (the) Tj 13.5 0 TD /F0 11.625 Tf 0 Tc 0.0938 Tw ( ) Tj 5.25 0 TD /F1 11.625 Tf -0.0742 Tc 1.4179 Tw (government is shown as the welfare state.) Tj 200.25 0 TD /F0 11.625 Tf 0 Tc 0.0938 Tw ( ) Tj 4.5 0 TD /F1 11.625 Tf -0.0611 Tc 1.3548 Tw (Teacher said, \223India is a ) Tj -300.75 -12.75 TD -0.0502 Tc 0.144 Tw (welfare ) Tj 39 0 TD 0.0127 Tc 1.6387 Tw (state, aim of government is welfare and it rolls out different programmes and ) Tj -39 -14.25 TD -0.0315 Tc 2.1878 Tw (policies like pulse polio drive, consumer rights, disaster management for the welfare. ) Tj 0 -12.75 TD -0.1035 Tc 1.239 Tw (Crores of rupees are spent by the government on these schemes. That is the duty of the ) Tj 0 -13.5 TD 0.4375 Tc 0 Tw (gov) Tj 16.5 0 TD 0.0375 Tc -0.6937 Tw (ernment.\224 ) Tj 50.25 0 TD 0 Tc 0.0938 Tw ( ) Tj -66.75 -13.5 TD ( ) Tj ET endstream endobj 31 0 obj 8207 endobj 29 0 obj << /Type /Page /Parent 5 0 R /Resources << /Font << /F0 6 0 R /F1 8 0 R /F2 10 0 R /F3 14 0 R /F4 16 0 R >> /ProcSet 2 0 R >> /Contents 30 0 R >> endobj 33 0 obj << /Length 34 0 R >> stream BT 87.75 726.75 TD 0 0 0 rg /F1 11.625 Tf -0.0214 Tc 1.5574 Tw (Here also the conflicts between the state and the society are hidden. The ) Tj 359.25 0 TD -0.1384 Tc 1.7321 Tw (issues in the ) Tj -359.25 -13.5 TD 0.0017 Tc -0.6579 Tw (chapter provide) Tj 72 0 TD 0 Tc 0.0938 Tw ( ) Tj 3 0 TD 0.0279 Tc -0.0023 Tw (opportunity to discuss and debate about different actions and policies that ) Tj -75 -13.5 TD -0.079 Tc 1.3915 Tw (government has implemented. 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The underlying ) Tj -198.75 -13.5 TD -0.075 Tc -1.3312 Tw (inequality ) Tj 49.5 0 TD -0.1269 Tc 0.2207 Tw (is ) Tj 11.25 0 TD -0.0958 Tc 0.4145 Tw (neither questioned by the text book nor by the teacher ) Tj 252 0 TD 0.7832 Tc 0 Tw (or) Tj 9.75 0 TD 0 Tc 0.0938 Tw ( ) Tj 3 0 TD 0.0234 Tc 0.0703 Tw (the students.) Tj 59.25 0 TD 0 Tc 0.0938 Tw ( ) Tj -402 -13.5 TD ( ) Tj 0 -13.5 TD -0.1216 Tc 2.5591 Tw (In fact since the teacher feels that in cities there is hardly any gender inequality, she ) Tj T* -0.0246 Tc 2.5183 Tw (interprets and explains the facts w) Tj 168 0 TD -0.0943 Tc 2.4381 Tw (ritten in the text very differently to the students as ) Tj -168 -12.75 TD -0.1188 Tc 3.7125 Tw (would be illustrated in the following example) Tj 229.5 0 TD -0.1211 Tc 0 Tw (-) Tj 4.5 0 TD 0 Tc 0.0938 Tw ( ) Tj 6 0 TD -0.1114 Tc 3.4551 Tw (In the text it is written ) Tj 3.0885 Tc 0 Tw (\223) Tj 128.25 0 TD 0.375 Tc (\205) Tj 12.75 0 TD 0 Tc 0.0938 Tw ( ) Tj 6 0 TD -0.0219 Tc 0.8657 Tw (gender ) Tj -387 -13.5 TD -0.0668 Tc 1.098 Tw (inequality also influences income disparity. Women get less remuneration in many areas ) Tj 0 -13.5 TD 0.0164 Tc 0.4524 Tw (of economic activities and wome) Tj 156 0 TD -0.1389 Tc 0.9826 Tw (n\222s proportion in employment in ) Tj 156.75 0 TD -0.2352 Tc 0.329 Tw (the ) Tj 17.25 0 TD -0.0207 Tc 0.8644 Tw (organized sector is ) Tj -330 -13.5 TD -0.1387 Tc 0.9824 Tw (still much below ) Tj 81.75 0 TD -0.2344 Tc 0.3281 Tw (that ) Tj 20.25 0 TD -0.146 Tc 1.073 Tw (of a man. Women are being paid an average 12) Tj 223.5 0 TD -0.1211 Tc 0 Tw (-) Tj 4.5 0 TD -0.0257 Tc 1.1195 Tw (23% less than m) Tj 77.25 0 TD 0.0885 Tc 0 Tw (e) Tj 5.25 0 TD 0.1875 Tc -0.0938 Tw (n ) Tj -412.5 -13.5 TD 0.0317 Tc 0.2495 Tw (for doing similar jobs. ) Tj 110.25 0 TD -0.0102 Tc 1.0585 Tw (The higher women rise up the promotion ladder, greater the pay ) Tj -110.25 -12.75 TD 0.0392 Tc 0.0546 Tw (gap becomes.\224) Tj 68.25 0 TD 0 Tc 0.0938 Tw ( ) Tj -68.25 -14.25 TD ( ) Tj 0 -12.75 TD -0.0927 Tc 0.9364 Tw (Teacher expla) Tj 66.75 0 TD -0 Tc 1.0488 Tw (ins this paragraph by saying \223female are paid less in unorganized sector) Tj 343.5 0 TD 0 Tc 0.0938 Tw ( ) Tj 3.75 0 TD -0.1211 Tc 0 Tw (-) Tj 4.5 0 TD 0 Tc 0.0938 Tw ( ) Tj -418.5 -13.5 TD 0.0477 Tc 0 Tw (not) Tj 14.25 0 TD 0 Tc 0.0938 Tw ( ) Tj 3.75 0 TD -0.0509 Tc 0.4331 Tw (in government or semi government places. Sex ratio is less; therefore the employment ) Tj -18 -13.5 TD -0.1395 Tc 0.4208 Tw (% would be less. ) Tj 81.75 0 TD /F2 11.625 Tf 0.0158 Tc 0.0779 Tw (Women kam hai to representation bhi kam hoga) Tj 225 0 TD /F1 11.625 Tf 0.0911 Tc 0 Tw (.\224) Tj 7.5 0 TD 0 Tc 0.0938 Tw ( ) Tj -314.25 -12.75 TD ( ) Tj 0 -14.25 TD -0.0387 Tc 2.3825 Tw (Before teacher started the ) Tj 132.75 0 TD -0.0271 Tc 2.8958 Tw (explanation one of the students \(girl\) said \223girls are less ) Tj -132.75 -12.75 TD -0.0213 Tc 2.4276 Tw (employed because they have the responsibility of household work.\224 This could have ) Tj 0 -14.25 TD -0.0391 Tc 0.8829 Tw (provided the opportunity to discuss how gender division of labour forces women to give ) Tj 0 -12.75 TD -0.0695 Tc 2.0383 Tw (more priority to house hold) Tj 133.5 0 TD 0 Tc 0.0938 Tw ( ) Tj 5.25 0 TD -0.054 Tc 1.7978 Tw (work rather than be employed outside) Tj 184.5 0 TD 0 Tc 0.0938 Tw ( ) Tj 5.25 0 TD -0.4577 Tc 0 Tw (home) Tj 24.75 0 TD 0.0266 Tc 1.5671 Tw (. Reasons for ) Tj -353.25 -12.75 TD -0.0952 Tc 0.8139 Tw (women being paid less could also ) Tj 162.75 0 TD -0.237 Tc 0.3307 Tw (have ) Tj 24.75 0 TD 0.138 Tc 0 Tw (be) Tj 11.25 0 TD (en) Tj 10.5 0 TD 0 Tc 0.0938 Tw ( ) Tj 3.75 0 TD -0.0429 Tc 1.0117 Tw (discussed here. However the teacher makes ) Tj -213 -14.25 TD -0.0618 Tc 1.0056 Tw (it appear quite neutral. She assumes that women are employed less because the sex ratio ) Tj 0 -12.75 TD -0.0866 Tc 0.3678 Tw (is less. The politics behin) Tj 117 0 TD -0.076 Tc 0.5984 Tw (d the gender division of labour remained untouched.) Tj 244.5 0 TD 0 Tc 0.0938 Tw ( ) Tj -361.5 -13.5 TD ( ) Tj 0 -13.5 TD ( ) Tj T* /F3 11.625 Tf -0.0975 Tc 0 Tw (\267) Tj 5.25 0 TD /F4 11.625 Tf 0 Tc -0.2318 Tw ( ) Tj 12 0 TD /F0 11.625 Tf -0.0153 Tc 0.8591 Tw (Educational inequality) Tj 112.5 0 TD -0.1211 Tc 0 Tw (-) Tj 3.75 0 TD 0 Tc 0.0938 Tw ( ) Tj 3.75 0 TD /F1 11.625 Tf -0.058 Tc 0.3768 Tw (while dealing with the educational inequality also the text as ) Tj -120 -14.25 TD -0.1047 Tc 3.1449 Tw (well as the teacher says that government schools in the villages have very poor ) Tj 0 -12.75 TD -0.0615 Tc 2.4052 Tw (condition because the) Tj 105.75 0 TD -0.2318 Tc 0 Tw (i) Tj 3 0 TD 0.0084 Tc 1.5853 Tw (r teacher) Tj 42 0 TD -0.1211 Tc 0 Tw (-) Tj 4.5 0 TD 0 Tc 0.0938 Tw ( ) Tj 4.5 0 TD 0.9375 Tc 0 Tw (pu) Tj 12 0 TD -0.0283 Tc 2.2054 Tw (pil ratio is large and teachers are not properly ) Tj -171.75 -14.25 TD 0.0017 Tc 0 Tw (qualified.) Tj 43.5 0 TD /F0 11.625 Tf 0 Tc 0.0938 Tw ( ) Tj 6.75 0 TD /F1 11.625 Tf 0.007 Tc 2.6776 Tw (If teachers\222 qualification, their attendance or teacher pupil ratio is the ) Tj -50.25 -12.75 TD -0.0956 Tc 2.3893 Tw (criteria to describe a good school then many schools of even the capital of India, ) Tj 0 -13.5 TD -0.0288 Tc 0.444 Tw (Delhi would not be able to fulfill thi) Tj 169.5 0 TD -0.051 Tc 0.5614 Tw (s criterion. This problem is not limited to villages ) Tj -169.5 -13.5 TD -0.068 Tc 0.4618 Tw (but is also prevalent in cities.) Tj 135 0 TD /F0 11.625 Tf 0 Tc 0.0938 Tw ( ) Tj 3.75 0 TD ( ) Tj -156 -12.75 TD ( ) Tj ET endstream endobj 34 0 obj 7952 endobj 32 0 obj << /Type /Page /Parent 5 0 R /Resources << /Font << /F0 6 0 R /F1 8 0 R /F2 10 0 R /F3 14 0 R /F4 16 0 R >> /ProcSet 2 0 R >> /Contents 33 0 R >> endobj 37 0 obj << /Length 38 0 R >> stream BT 87.75 726.75 TD 0 0 0 rg /F1 11.625 Tf -0.0749 Tc 1.1865 Tw (Moreover the private schools are shown to be good because their medium of instruction ) Tj 0 -13.5 TD -0.0622 Tc 0.5531 Tw (is good and to get a good job which fetches you good money one needs to know Engli) Tj 405 0 TD 0.0864 Tc 0.7574 Tw (sh. ) Tj -405 -13.5 TD -0.0662 Tc 1.7135 Tw (The schools teaching in vernacular language are shown to be poor. This shows how ) Tj 412.5 0 TD 0.8385 Tc 0.0052 Tw (a ) Tj -412.5 -13.5 TD -0.1259 Tc 0 Tw (certain) Tj 30.75 0 TD 0 Tc 0.0938 Tw ( ) Tj 5.25 0 TD -0.0643 Tc 1.5899 Tw (ideology is being propagated through textbooks. 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