Works with copper to make things out of it.
Cleans the city and other peoples toilets
Make things out of hay and straws
Artists working with paper, stone, metal
Hasin’s observation of discrimination based on geography added another perspective to the discussion. “When there is any protest in the Terai region of Nepal, the police and administration is more brutal and opens fire easily whereas if it is in Hills, the administration is more careful and defensive.”
Sameer talked about Inherent Superiority and Inferiority. The problem is so rooted that even the characters in the movies are portrayed inferior or superior based on their race or caste. Rojal added that such superiority is not just limited in the movies but extended to the real-life of the movie stars. The members from the superstar’s family get recognition easily irrespective of their skills and new actors have to struggle a lot even with the skills.
In this part, we diagnosed the pillars and built some strategies to break them one by one. I asked participants to rate the pillars based on how strong it is standing in society. Strongest being number 8 and the weakest being number 1. It was a tough job for us, but it had to be done. This is what came out of the participant’s rating.
In your context, which of the following pillars is still standing strong and which is slowly falling apart? 8: standing strong … 1: falling apart
|Divine Will and the
laws of nature
|Endogamy and the control of
marriage and mating
|Purity versus pollution||3||2||5||3||5||5||5||2||4||2||36|
|Occupational hierarchy: the
Jatis and the Mudsill
|Dehumanization and Stigma||6||5||6||8||6||1||2||6||5||4||49|
|Terror as reinforcement,
Cruelty as a means of control
|Inherent superiority versus
The strongest pillar turned out to be Inherent superiority versus Inherent inferiority and the weakest pillar turned out to be Divine Will and the laws of nature.
Then it was time to think of some strategies to break those pillars. Since we have limited time, I assigned each participant a pillar and asked them to think of some ways that they can act to break it. This is what we came up with.
Divine Will and
the laws of nature
Hasin: enable students to critically examine texts and beliefs and not blindly accept them. Enable students to ask “why” questions. This behaviour will ultimately extend to religious texts and beliefs as well.
Teaching the idea of cause and effect.
Sunoj: give experience where students understand the nature through the lens of science so that they can fight back misconceptions
Akshay: Help to nurture individuality and independence of students so that they can gain the confidence to break through this notion. We can do this by helping students find their outlet whether it is vocational or educational training.
Endogamy and the
control of marriage and mating
Shreejana: I think females are the ones who contribute to this behavior more. They have very little courage to go against their family traditions. So, we have to groom our girls to have a strong and open mind.
Purity versus pollution
Sunoj: build self confidence in students such that they can choose to become who they want to become
Sameer: study cases of such discrimination along with students and make them reflect on it. Get them to dig into the underlying factors that support the practice; such as socio economic, psychological
Occupational hierarchy: the Jatis
and the Mudsill
Rojal: As an educator, I would teach my students to question and raise voice against all forms of nepotism and favouritism at all levels. They should strive to give equal opportunities to everyone capable of the post despite their occupational hierarchy.
Dehumanization and Stigma
Rabina: As an educator, I come across many students so I can facilitate my students in order to develop the concept of dehumanization as a wrong concept with the help of different activities such as showing different videos, sharing success stories of people who in spite of belonging to lower caste has achieved many more in life. Lots of mythological as well as fables can also be used to instill this concept in them.
Terror as reinforcement, Cruelty as a means of control
Rupak: Treating equally to all the people and encouraging the people belonging to the lower caste. Making him/her comfortable with us in our daily life.
If he/she is facing any kind of discrimination and torture, helping to solve it.
Providing guidance and direction incase of any problem ( police /human rights commission office )
versus Inherent inferiority
Dipesh: I recently read a paper titled “all students are brilliant.” I think as educators, our first task is to believe that and listen carefully to what they have to say. Another thing we could do is to provide a safe space in our classrooms where we can have discussions about some of these issues.
During the discussion, some of the participants felt a lack of examples from the Nepalese context and raised a question on the writer’s understanding of the caste system from the eastern world. So, I asked participants to assess the writer’s understanding of the issue. This is what they came up with
How much do you think the author/writer of this chapter has an understanding of the caste system in India and Nepal (eastern)?Author: Isabel Wilkerson