Caste Based Reservations And Human Development In India

Caste-based reservations have existed in India for more than a century. Initially introduced by the British to bring about equal of opportunity in education, reservation was later extended to other sectors of the development process to overcome the economic inequalities attributed to caste. Even today, concepts like affirmative action and quotas are being debated to justify reservation. Caste-based Reservations and Human Development in India comprehensively analyses the impact of such reservations on the target groups, as well as on major human development indices, taking into consideration time series data. An alternative strategy of applying the democratic principle of caste-based reservation is also discussed.

Contributed articles in the Indian context.

This book analyses the state of development of Muslims at the regional level. It explains the linkages between the findings of global, national, and state-level studies with regard to the current status of Muslims and broadens understanding of Muslims and their participation in virtually all major sectors, including the economy, housing, demography, health, migration, state policy, and affirmative action. The book presents the challenges faced by the community and reflects upon the socio-economic and educational conditions of Muslims in Telangana State. It presents a comparative analysis of mortality data, maternal health, delivery care, and child immunization, as well as reproductive health aspects and children’s nutritional status. It shares valuable insights into the impacts of emigration and internal migration on health among local Muslims and presents a detailed analysis of data from the Census of India, NSSO, and Commission of Inquiry on Socio-Economic and Educational Status of Muslims regarding the social, economic, and demographic situation of Muslims in Telangana, as well as their opportunities for development under the newly formed state government. The book would be of great interest to scholars and researchers in development economics, sociology, politics, history, cultural studies, minority studies, Islamic studies, and policy studies, as well as policymakers, civil society activists, and those working in media and journalism.

This book argues that the dominant descriptions of the ‘caste system’ are rooted in the Western Christian experience of India. Thus, caste studies tell us more about the West than about India. It further demonstrates the imperative to move beyond this scholarship in order to generate descriptions of Indian social reality. The dominant descriptions of the ‘caste system’ that we have today are results of originally Christian themes and questions. The authors of this collection show how this hypothesis can be applied beyond South Asia to the diasporic cultures that have made a home in Western countries, and how the inheritance of caste studies as structured by European scholarship impacts on our understanding of contemporary India and the Indians of the diaspora. This collection will be of interest to scholars and students of caste studies, India studies, religion in South Asia, postcolonial studies, history, anthropology and sociology.

Seven decades since Indian Independence, education takes the centre stage in every major discussion on development, especially when we talk about social exclusion, Dalits and reservations today. This book examines social inclusion in the education sector in India for Scheduled Castes (SCs). The volume: · Foregrounds the historical struggles of the SCs to understand why the quest for education is so central to shaping SC consciousness and aspirations; · Works with exhaustive state-level studies with a view to assessing commonalities and differences in the educational status of SCs today; · Takes stock of the policymaking and extent of implementations across Indian states to understand the challenges faced in different scenarios; · Seeks to analyse the differential in existing economic conditions, and other structural constraints, in relation to access to quality educational facilities; · Examines the social perceptions and experiences of SC students as they live now. A major study, the volume will be of great interest to scholars and researchers of education, sociology and social anthropology, development studies and South Asian studies.

The aims of child rights education are to make children and their primary duty-bearers aware of child rights so that they both can be empowered to together advocate for and apply them at their family, school and community levels. This sourcebook focuses on child rights education for primary prevention related to inclusion and protection. Child rights education for exclusion, non-discrimination and inclusion is discussed in the context of family and society with reference to girls, children with disability, and Dalit and tribal children, and child rights to cultural and financial inclusion. Child rights education for protection comprises prevention of violence against children with reference to physical abuse/ corporal punishment and bullying, commercial exploitation of children with reference to child labour and trafficking and sale of children, sexual abuse and exploitation of children, problems in adolescent sexual relationships such as violence, teenage pregnancy, abortion and unwed motherhood, and sexually transmitted infections and HIV, child marriage, and conflict with law. This is a necessary read for social workers, lawyers, researchers, trainers and teachers working on child rights across the world, and especially in developing countries.