6.7. Exercises

1. List two Fundamental Rights in the Constitution that Dalits can draw upon to insist that they be treated with dignity and as equals. Re-read the Fundamental Rights listed on page 14 to help you answer this question.

This exercise asks students to identify two Fundamental Rights from the Indian Constitution that are particularly relevant for Dalits. Fundamental Rights are the basic rights granted to all citizens, ensuring equality and protection from discrimination. By re-reading the Fundamental Rights, students will reinforce their understanding of how these rights apply to the struggles faced by Dalits in society.

Imagine a student who feels bullied at school because of their background. They can refer to rules in the student handbook that protect them from such treatment, similar to how Dalits can refer to Fundamental Rights to demand equal treatment.

2. Re-read the story on Rathnam as well as the provisions of the 1989 Scheduled Castes and Scheduled Tribes (Prevention of Atrocities) Act. Now list one reason why you think he used this law to file a complaint.

This task requires students to connect Rathnam's story with the legal protections available to him under the Scheduled Castes and Scheduled Tribes (Prevention of Atrocities) Act, 1989. By analyzing Rathnam's situation alongside the specific provisions of this law, students can understand how legal frameworks are designed to protect marginalized individuals from discrimination and violence.

Think of a young person who reports bullying to their school's administration because they know there's a specific policy against bullying. Rathnam's situation is similar; he knew there was a law that could protect him from injustices faced in his village.

3. Why do Adivasi activists, including C.K. Janu, believe that Adivasis can also use this 1989 Act to fight against dispossession? Is there anything specific in the provisions of the Act that allows her to believe this?

This question encourages students to explore the broader implications of the 1989 Act for Adivasi communities. Adivasi activists believe that the Act provides a legal basis for challenging displacement and asserting their land rights. The students need to identify specific provisions in the Act that support this view, thereby deepening their understanding of how laws can be leveraged for social justice.

Consider a community fighting to keep their local park from being developed into a shopping center. If there are laws protecting community spaces, they can rally together and use those laws in their favor, just as Adivasi activists use legal provisions to protect their lands.

4. The poems and the song in this Unit allow you to see the range of ways in which individuals and communities express their opinions, their anger and their sorrow. In class, do the following two exercises: (a) Bring to class a poem that discusses a social issue. Share this with your classmates. Work in small groups with two or more poems to discuss their meaning as well as what the poet is trying to communicate. (b) Identify a marginalised community in your locality. Write a poem, or song, or draw a poster etc to express your feelings as a member of this community.

This exercise highlights the importance of artistic expression in discussing social issues. Through sharing their chosen poems and creating a piece of art, students can engage in deeper conversations about social justice and the experiences of marginalized communities. This hands-on activity emphasizes the power of creativity in advocacy.

Think of how people often use songs or artworks in protests to convey their messages. Just like musicians write lyrics that resonate with their struggles, students will create their works that reflect the experiences of marginalised communities, promoting empathy and awareness.

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