eJournal | Folklore and Folkloristics: Special issue on Capacity Building of Students in Higher Education with special reference to Tribal students in Tripura

This is a special issue of Folklore and Folkloristics which contains the papers of a National Seminar on ―Capacity Building of Students in Higher Education with special reference to Tribal students in Tripura” in collaboration with the Tribal Research Institute, Government of Tripura held during 16th and 17th November 2010 at Maharaja Bir Bikram College (MBB College), Agartala. Apart from the papers and Reports of the National Seminar of MBB College, Agartala, Tripura, two articles rendered by Dr. Anasuya Bhar and Amrita Mukherjee are also uploaded in this e-journal. […]

This journal contains 31 papers presented in the seminar and 4 Reports made by the Raportiers. Besides Proceedings of National Seminar of MBB College, the other sections as usual are also there.

Dr. Sk. Makbul Islam
Editor-in-Chief Folklore and Folkloristics June 2011

Presidential Address

Manidipa Deb Barma, Principal

[…] As a member of the Tribal community I am especially delighted to take part in the discussion on ―Capacity Building of the Tribal students and would like to share my observation with you all in short.

Our National Leaders who drafted the Constitution had rightly incorporated a number of special safe guards for the Tribals & other oppressed people of the country for their upbringing at par with the people of the other advanced society. But it is most unfortunate that even after sixty three years after independence the need for organizing such a Seminar on ―Capacity Building for tribal students has not lost its relevance.

Tripura is a tiny State with 10,491 Sq. K.M. area and is known as one of the Seven Sisters of the North-East. 2/3rd area of the State is covered under hills and forests and 840 K.M. boarder runs along the Indo-Bangladesh Border. We all know that Tripura was a princely State before its accession with the Indian Union in 1949. The life of the Tribal subjects of the Maharaja was connected with hills and forests and they led a peaceful life of contentment devoid of any competition and struggle for existence. In fine their life was easy and smooth going. Independence and consequent partition of the country brought an abrupt change in the life of the aboriginal Tribals of the State. As a result of radical change in the demographic pattern of population due to crossing of lakhs of Bengali settlers in the State, the Tribals were forced to enter in an in equal competition in all walks of their lives and gradually started feeling insecure in their own home land. This sense of insecurity gave rise to Tribalism and created an atmosphere of mutual distrust between the tribal and non tribal communities.

In the back drop of the aforesaid scenario I would like to discuss the problem of Capacity Building of the Tribals in our State. […]

Key note Address to the National Seminar

– Dr.Anjali Chakraborty, Organising Secretary, National Seminar, MBB College, Agartala, Tripura [p. 25]

Students in Trpura consist of three major categories: general, SC/ST, the minorities and OBC. Though differences are narrowing down among the later three, ST people are under the special protection principle of the constitution of India. As per the statistical reports, they are lagging behind in some major areas e.g. in language, inhabitations etc. The phenomenon of language in north east region is awesome in its variety. Besides, tribal students are facing some genuine challenges in their life e.g economic background of jum cultivation and sudden shift from rural to urban environment. Hence, the theme of the present seminar will ponder mainly on the removal of disabilities of tribal students. […]

Tribal Education in India: Towards capacity building

Dr. Ranajit Dhar, Registrar, Vidyasagar University, Midnapore-721102 West Bengal [pp. 95]

The females among the tribal population registered much lower levels of literacy than the males in general. Another interesting feature of tribal education is the greater number of drop-outs among them compared to the general population.

The main causes behind the low level of literacy and greater number of drop-outs among the tribal can be enumerated as follows:

Poor Economic Condition

Socio-CulturalFactor

Non- Contextual Curriculum

Inadequate Infrastructural Facilities

Medium of Instruction

Absences of Teachers

2. Scenario of West Bengal

[..] The major tribal communities of Medinipur district are Santal, Bhumij [Bhumij], Munda, Lodha, Kora and Mahali. Among them the Lodhas are classified as primitive tribal group (PTG). Among these tribal communities, the Santals constitute the highest share of 55.94% of the total tribal population. Lodhas are only 3.85% while the Mahalis are 1.57% of the tribal population of the district (Table 3). […]

Contents

Article-1
Family Relations in Rabindranath’s Ghare Baire and Jogajog – Dr. Anasyua Bhar

Article-2
River as a metaphor and actual presence in rites and rituals of `Meyeder Bratakatha‟- Amrita Bhattacharyya

Proceedings of National Seminar, MBB College, Agartala Tripura

Few Words from Organizing Secretary of National Seminar – Dr. Anjali Chakraborty

Brief Report of the Seminar Welcome Speech – Tapesh Chakravarty

Key note Address to the National Seminar – Dr.Anjali Chakraborty

Presidential Address – Manidipa Deb Barma, Principal

Seminar Paper-1
Higher Education and Temporal Migration: An Interpretative Note Dr. Sk. Makbul Islam

Seminar Paper-2
Higher Education for Preparing Human Excelance: Vision of Tripura Tribals -Malay Kumar Nayak

Seminar Paper-3
Higher Education and Tribal Students in Tripura: Issues, Challenges and Opportunities – Mr. Dhananjoy Datta,

Seminar Paper- 4
Reservation of Tribal Students in Higher Education: a way of Social Justice – Sukanta Sarkar

Seminar Paper-5
Capacity Building Yielded to Geographical Facets – Dr. Rita Das Dayak

Seminar Paper-6
Achievement of Tribal Students in the area of Higher Education: A Case Study of Dasaratha Deb Memorial College
– Sanjib Banik

Seminar Paper-7
Higher Education for Tribal Students of Tripura: Facilities & Difficulties – Gouri Kalai

Seminar Paper-8
Capacity Building of Tribal Students in Tripura : An Outsider‟s View – Dr.Dilip Sarkar,

Seminar Paper-9
A Linguistic Gist for the Development of Tribal studentrs Academically – Swapan Debnath,

Seminar Paper-10
Language Pedagogy in Vernacular Education in Tripura – Shyamal Das

Seminar Paper-11
The Prospect of Learning Technology in Higher Education: An Emerging Support for the Tribal Students of Tripura
– Bhairab Sarma, Rajib Mallik

Seminar Paper-12
A Study on Intelligence, Achievement, Motivation and Security-Insecurity Feelings of the Tribal and Non-Tribal Students of Tripura

– Dr Arpita Acharyya,

Seminar Paper-13
Tribal Education in India: Towards capacity building – Dr. Ranajit Dhar

Seminar Paper-14
Capacity Building among the youths of Tripura: A case study of the Vocational Training Centre of Ramakrishna Mission Tripura
– Prof. Satyadeo Poddar & Nirmalya Karmakar

Seminar Paper-15
Vocational Courses Provided and the Outcome towards Capacity Building – Ms. Mun Mun Das Biswas

Seminar Paper-16
A study on the Impact and role of ICT on Distance Education of india. – Dipankar Biswas,

Seminar Paper-17
Higher Education Opportunities in the field of Information Technology for Tribal Learners of Tripura
– Partha Sarathi Bhattacharjee,

Seminar Paper-18
Health and Nutritional status of the Scheduled Tribes of Tripura and its effect on Higher Studies
-Sanjoy Deka, Santanu Bikash Das

Seminar Paper-19
Assessment of Nutritional Status of Tripuri and Uchai Tribal Students based on Anthropometric measurements in South Tripura, India
– Prasanta Deb, P.C.Dhara

Seminar Paper-20
A Study of the Indigenous Food habits of the Reang Tribe of Tripura. – Partha Chakrabarti and Dilip K Biswas

Seminar Paper-21
Assessing hopelessness and locus of control of trainee and non-trainee orthopaedically challenged youths – A step towards capacity building – Ms. Sudeshna Chakrabarti

Seminar Paper-22
A Study on Locus of Control, Anxiety and Depression of the Tribal College Students of Tripura – Anjana Bhattacharjee

Seminar Paper-23
The Impact of Corporal Punishment and Violence on Academic Performance of the Tribal Students of Undergraduate Course – Dr.Subhasis Modak

Seminar Paper-24
Assessment of Nutritional Status of Bengali Boys (Age Group 3-16), West Tripura District – Manoj Nath & Gautam Chel

Seminar Paper-25
Gender Issues in Education and Capacity Building of Girl Students. – Dr Chandrika BasuMajumder

Seminar Paper-26
Theoretical Dimensions of Capacity Building: A Sociological Approach – Dr. Bijan Kr. Manda,

Seminar Paper-27
In Quest of an Index of Human Capaciry Building: A Theoretical Exercise – Tapesh Ranjan chakraborti and Amiya Kumar Pan

Seminar Paper-28
Dimensional problem of Tribal Students in Higher Education – A Study of Tripura – Rajib Mallik, Mrinmoy Paul

Seminar Paper-29
Role of Counseling and Social Welfare for Capacity Building of Tribal Students in Higher Education in Tripura
– Aparna De,

Seminar Paper-30
Development of Education Policy among the Tribal Races: Problems and Prospects – Dr. Rajesh Bhawmik

Seminar paper-31
Role of Art, Culture and Literature in Capacity Building of Tribal Students in Tripura – Dr. Baburam Swami

Highlights

Rapporteurs Note-1

– Prof. Lipika Choudhury (Technical Session-1, 16.11.2010, Rabindra Hall, MBB College, Agartala)

Rapporteurs Note-2:

– Munmun Das, Assistant Professor (CSE), Department of IT & Computer Science, M.B.B.College.

Rapporteurs Note-3:
– Smt Sanchita Bhattacharya, M.B.B.College, Technical Session – III

Rapporteurs Note-4:

– Dr. Surojit SenGupta, Assistant Professor, M. B. B. College, Agartala.

News and Information

MBB College holds National Seminar of Capacity Building
Sri Ramakrishna Vivekananda University introduced Folkloristics in M.Phil. Course Sri Ramakrishna Ashram observed 175th Birth Aniversary of Ramakrishna Deva Two Books on Muslim issues released
Shyamol Beras new book Chandalini Uddhar‘ published
Sk. Makbul Islam‘s book on Jagannath Literature of Bengal published

Source: Folklore and Folkloristics; Vol. 4, No. 1; June 2011, (217 p.)
Date Visited: Tue Sep 09 2014 19:09:50 GMT+0200 (CEST)

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[*] Some clarifications on caste-related issues by reputed scholars

Understanding “caste” in the context of Indian democracy: The “Poona Pact of 1932”
“Mahatma Gandhi and BR Ambedkar differed over how to address caste inequities through the electoral system. Their exchanges led to the Poona Pact of 1932, which shaped the reservation system in India’s electoral politics. […]
Two prominent figures who have significantly contributed to this discourse are Mahatma Gandhi, Father of the Nation, and Bhimrao Ramji Ambedkar, Father of the Constitution. The two stalwarts of Indian politics, while revered equally by the public, had contrasting views on the caste system. Their subsequent debates have shaped the course of Indian society and politics. While Gandhi denounced untouchability, he did not condemn the varna system, a social hierarchy based on occupation, for most of his life. He believed in reforming the caste system through the abolition of untouchability and by giving equal status to each occupation. On the other hand, BR Ambedkar, a Dalit himself, argued that the caste system disorganised and ‘demoralised Hindu society, reducing it to a collection of castes’. […] 
And yet, despite their differences, they developed an understanding to work for the betterment of the marginalised.” – Rishabh Sharma in “How Ambedkar and Gandhi’s contrasting views paved way for caste reservation” (India Today, 6 October 2023)
URL: https://www.indiatoday.in/history-of-it/story/ambedkar-gandhi-caste-system-poona-pact-1932-reservation-2445208-2023-10-06

~ ~ ~

“That upper caste groups should declare themselves to be OBCs [Other Backward Castes] and want to avail of the reservation policy is a pandering to caste politics of course, as also are caste vote-banks. It is partially a reflection of the insecurity that the neo-liberal market economy has created among the middle-class. Opportunities are limited, jobs are scarce and so far ‘development’ remains a slogan. There’s a lot that is being done to keep caste going in spite of saying that we are trying to erode caste. We are, of course, dodging the real issue. It’s true that there has been a great deal of exploitation of Dalit groups and OBC’s in past history; making amends or even just claiming that we are a democracy based on social justice demands far more than just reservations. The solution lies in changing the quality of life of half the Indian population by giving them their right to food, water, education, health care, employment, and social justice. This, no government so far has been willing to do, because it means a radical change in governance and its priorities.” – Romila Thapar  (Emeritus Professor of History, Jawaharlal Nehru University) interviewed by Nikhil Pandhi (Caravan Magazine, 7 October 2015)
URL: https://caravanmagazine.in/vantage/discipline-notion-particular-government-interview-romila-thapar 

~ ~ ~

Casteism is the investment in keeping the hierarchy as it is in order to maintain your own ranking, advantage, privilege, or to elevate yourself above others or keep others beneath you …. For this reason, many people—including those we might see as good and kind people—could be casteist, meaning invested in keeping the hierarchy as it is or content to do nothing to change it, but not racist in the classical sense, not active and openly hateful of this or that group.” – Book review by Dilip Mandal for Caste: The Origins of Our Discontents (The Print, 23 August 2020)
URL: https://theprint.in/opinion/oprah-winfrey-wilkerson-caste-100-us-ceos-indians-wont-talk-about-it/487143/

~ ~ ~

“The theoretical debate on caste among social scientists has receded into the background in recent years. [However] caste is in no sense disappearing: indeed, the present wave of neo-liberal policies in India, with privatisation of enterprises and education, has strengthened the importance of caste ties, as selection to posts and educational institutions is less based on merit through examinations, and increasingly on social contact as also on corruption. There is a tendency to assume that caste is as old as Indian civilization itself, but this assumption does not fit our historical knowledge. To be precise, however, we must distinguish between social stratification in general and caste as a specific form. […]
From the early modern period till today, then, caste has been an intrinsic feature of Indian society. It has been common to refer to this as the ‘caste system’. But it is debatable whether the term ‘system’ is appropriate here, unless we simply take for granted that any society is a ‘social system’. First, and this is quite clear when we look at the history of distinct castes, the ‘system’ and the place various groups occupy within it have been constantly changing. Second, no hierarchical order of castes has ever been universally accepted […] but what is certain is that there is no consensus on a single hierarchical order.” – Harald Tambs-Lyche (Professor Emeritus, Université de Picardie, Amiens) in “Caste: History and the Present” (Academia Letters, Article 1311, 2021), pp. 1-2
URL: https://www.academia.edu/49963457

~ ~ ~

“There is a need for intercultural education. We all need to work together to bridge these divides not only between religions and castes but also regions. It is not correct to think that one part is better than the other. Some of the limitations of India as a whole are due to our common heritage, say the one that has restricted women from having a flourishing life for themselves.” – Prof. V. Santhakumar (Azim Premji University) in “On the so called North-South Divide in India” (personal blog post in Economics in Action, 13 April 2024)
URL: https://vsanthakumar.wordpress.com/2024/04/13/on-the-so-called-north-south-divide-in-india/

“The smart boy or clever girl who is deprived of the opportunity of schooling, or who goes to a school with dismal facilities (not to mention the high incidence of absentee teachers), not only loses the opportunities he or she could have had, but also adds to the massive waste of talent that is a characteristic of the life of our country.” – Nobel Awardee Amartya Sen in The Argumentative Indian (Penguin Books, 2005), p. 344 | Find this and other books published in India >>

Related: Tribal Children’s Right to Education | Childhood | Ekalavya (Eklavya, Eklabya), EMR & Factory schools | Childrens rights: UNICEF India >>

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