Sign Up Now
Get instant access to over 1 million+ study documents
OR
Already registered? click here to login
By creating your account, you agree to our terms of service, privacy policy and student honor code.
Indian Culture & the Dalit Class
The economic boom in India which is riding on a burgeoning technology and services sectors has not reached the deep recesses of Indian culture, particularly in rural areas of India where culture is entrenched and access to the new economy is constrained. Producer Siobhan Sinnerton and Ramita Navai from Unreported World expose the terrible circumstances of the 170 million Dalits -- the broken people or the untouchables -- to light. The most oppressed group of humans anywhere on earth, the Dalits inhabit the bottom of the Indian caste system -- a place as symbolic as it is real. This paper very briefly considers the Dalit's existence from a social conflict perspective, a structural-functional perspective, and from a symbolic interactions perspective.
Structural functional perspective. Structural violence is deeply embedded in the foundation of a society -- in their way of being over the long-term....
When generation after generation is unable to meet their basic needs, the normal development and growth of individuals in those groups will be impacted. The depth of integration that structural violence achieves allows it to become established in a society or geographic region, the process of which is facilitated as people rationalize and tolerate structural violence.
Structural violence is known to be insidious, happening subtly and indirectly, to entire classes or groups of people. As James Gillian (1983) argued, the more marginalized people are, the greater their rate of death and disability -- not because of intrinsic differences between the socio-economic strata from which they hail -- but because of differences in their life experiences and treatment. The nexus at which status inequalities are accepted and embedded in a society is culture. The term cultural violence refers to the legitimizing process that occurs when…
Structural violence is known to be insidious, happening subtly and indirectly, to entire classes or groups of people. As James Gillian (1983) argued, the more marginalized people are, the greater their rate of death and disability -- not because of intrinsic differences between the socio-economic strata from which they hail -- but because of differences in their life experiences and treatment. The nexus at which status inequalities are accepted and embedded in a society is culture. The term cultural violence refers to the legitimizing process that occurs when structural violence is viewed as normative by a society. The Indian caste system is a most exact example of cultural violence.
Social conflict perspective. Structural violence -- the forces that created and sustain the caste system in India -- is a phenomenon made manifest through social inequalities (Christie, 1997). The organizational structures of political and economic systems -- in fact, of every system within which marginalized people come in contact -- cause and sustain the sort of hierarchical relations that enable dramatic differences between and across sectors of societies. Within these hierarchies -- which are dramatically present in Indian castes -- the people at the top have privilege, wealth, and power, while those at the bottom of the hierarchy are dominated, oppressed, and exploited (Christie, 1997). People are harmed and killed as a result of structural violence but, unlike direct violence, it is subtle, occurring more slowly and more pervasively. However, we are shown in the video, the ease with which structural violence is coupled with direct violence.
Structural violence has historical, psychological, sociological, and economic roots. When there is enduring belief in the immutable nature, or historical rightness, of differential treatment of people, very real struggles can and do occur between the classes in a society. A sense of psychological rightness, which is typically based on individual perspectives of superiority or inferiority, can make structural violence difficult to identify. Certainly, economic and sociological forces condition the environment in which cultural conflict or structural violence thrives. Inequalities in supply and demand result in economic struggles for survival -- the reality is that there are not enough of the basic commodities for all members of a society, so some people will be deliberately and systematically cut off (Christie,
It is hard to conclude whether the solution to the "Indian problem" pursued by the U.S. government in the nineteenth century was successful or not because in this case the definition of "success" is problematic. The exterminationist camp would view killing all Indians as a "success," while for the other camp thoroughly Americanizing Indians was a sign of success. Both goals were problematic, the former calling for a physical genocide
Indian Education/Boarding Schools Indian boarding schools were designed to assimilate Native American children into the greater American (white) culture. Students at the schools suffered from poor diet, illness and harsh discipline. As a result of these deficiencies, and the high cost of running the boarding schools, they began to disappear from the American landscape in the 1930s. Indian education from the 1880s to the 1920s was designed to assimilate the American Indian
Culture of Interest: Japan Theoretical foundations of cultural and cross-cultural analysis: Japan and America Japan: Mildly collectivist culture American culture American: An individualistic culture Similarities and differences in Japanese and U.S. culture Potential biases of researcher Appendix I- Hofstede four Dimensional Theory Edward Tylor (1832-1917) defines culture as a collection of customs, laws, morals, knowledge, and symbols displayed by a society and its constituting members. Culture is form of collective expression by groups of people. Since the dawn
Culture and the Work of Lahiri Focusing questions: After looking at three or four definitions of culture from different dictionaries, what do these definitions have in common? In the United States, some members of ethnic groups who have been in the country for several generations or more may feel distant from their cultures or even without a culture. What are the various factors that account for these feelings? The Four Definitions of
Lesson Plan Amp; Reflection I didn't know what state you are in so was unable to do state/district standards! Lesson Plan Age/Grade Range; Developmental Level(s): 7-8/2nd Grade; Below grade level Anticipated Lesson Duration: 45 Minutes Lesson Foundations Pre-assessment (including cognitive and noncognitive measures): All students are reading below grade level (5-7 months) as measured by standardized assessments and teacher observation Curricular Focus, Theme, or Subject Area: Reading: Fluency, word recognition, and comprehension State/District Standards: Learning Objectives: Students will develop
Branding in Service Markets Amp Aim And Objectives Themes for AMP Characteristics Composing Branding Concept Branding Evolution S-D Logic and Service Markets Branding Challenges in Service Markets Considerations for Effective Service Branding Categories and Themes Branding Theory Evolution S-D Logic and Service Markets Branding Challenges in Service Markets Considerations for Effective Service Branding Branding Concept Characteristics Characteristics Composing Branding Concept Sampling of Studies Reviewed Evolution of Branding Theory Evolution of Marketing Service-Brand-Relationship-Value Triangle Brand Identity, Position & Image Just as marketing increasingly influences most aspects of the consumer's lives, brands