5.4.2. Different Styles of Doing Village Studies

Village studies became the main preoccupation of Indian sociology during 1950s and 1960s. But long before this time, a very well-known village study, Behind Mud Walls, was written by William and Charlotte Wiser, a missionary couple who lived for five years in a village in Uttar Pradesh. The Wisers’ book emerged as a by-product of their missionary work, although William Wiser was trained as a sociologist and had earlier written an academic book on the jajmani system.

This chunk introduces the significance of village studies in the realm of Indian sociology during the mid-20th century. It highlights how, although the systematic study of village life took off in the 1950s, earlier studies, such as that conducted by the Wisers, laid foundational work that influenced subsequent research. The Wisers’ study showcases how anthropology and sociology intersected with the motivations of missionaries. Their work not only documented social structures but also reflected on the sociological landscapes of rural India at the time.

Imagine how a teacher not only educates students but also learns from them about their culture and environment. The Wisers operated like this—while they were there to support their missionary efforts, they became deeply integrated into village life, much like a teacher becoming part of the community they serve.

The classical social anthropological style was prominent, with the village substituting for the ‘tribe’ or ‘bounded community’. Perhaps the best-known example of this kind of field work is reported in M.N. Srinivas’s famous book, The Remembered Village. Srinivas spent a year in a village near Mysore that he named Rampura. The title of his book refers to the fact that Srinivas’s field notes were destroyed in a fire, and he had to write about the village from memory.

In this chunk, we see how classical anthropological methods were adapted for village studies. Unlike tribes, which were often the focus of anthropological studies, villages were seen as more accessible units for sociological research. M.N. Srinivas’s work exemplifies this shift, where despite the loss of his notes, his recollections painted a rich picture of village life. This highlights how even without formal data, one's experiences and observations can contribute significantly to sociological knowledge.

Think of a student who takes notes during a lecture but accidentally loses them right before the exam. Despite this, the student recalls key points discussed and presents them in a paper. Similarly, Srinivas crafted a compelling narrative based solely on his memories, showing that sometimes personal experiences can be as valuable as written records.

Another famous village study of the 1950s was S.C. Dube’s Indian Village. As a social anthropologist at Osmania University, Dube was part of a multidisciplinary team — including the departments of agricultural sciences, economics, veterinary sciences, and medicine — that studied a village called Shamirpet near Secunderabad. This large collective project was meant not only to study the village but also to develop it. In fact, Shamirpet was meant to be a sort of laboratory where experiments in designing rural development programmes could be carried out.

This chunk discusses how S.C. Dube's research showcases a collaborative approach to studying villages. By working in a multidisciplinary team, they could examine various aspects of village life not just from a sociological viewpoint but also through lenses like agriculture and economics. This holistic perspective enables comprehensive insights that are crucial for developing effective rural development programs. The concept of treating a village as a 'laboratory' facilitates practical applications of their findings.

Consider a chef who collaborates with farmers, nutritionists, and local suppliers to create the perfect menu. By incorporating diverse expertise, he improves not only the dishes but also strengthens the connections within the community. Similarly, Dube's team aimed to enhance village life by pooling their varied skills and knowledge to assess and uplift rural conditions.

Yet another style of doing village studies is seen in the Cornell Village Study Project of the 1950s. Initiated by Cornell University, the project brought together a group of American social anthropologists, psychologists, and linguists to study several villages in the same region of India, namely eastern Uttar Pradesh. This was an ambitious academic project to do multidisciplinary studies of village society and culture. Some Indian scholars were also involved with this project, which helped train many Americans who later became well-known scholars of Indian society.

This chunk introduces the Cornell Village Study Project, emphasizing its ambitious nature and collaborative spirit. By involving scholars from different disciplines and backgrounds, this initiative promoted a thorough examination of village life and culture in Eastern Uttar Pradesh. Additionally, the international collaboration allowed American scholars to gain valuable insights into Indian society, further enriching academic discourse.

Think of a community festival where artists, chefs, engineers, and musicians all come together to create an event that encapsulates the spirit of the community. Just as this diversity brings richness to a festival, the Cornell Village Study Project's varied scholars contributed their unique perspectives, leading to a more nuanced understanding of village culture.

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