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Asignment CH 4 Understanding Marginalisation

The document discusses the concept of marginalization, particularly focusing on marginalized communities such as Adivasis and Muslims in India. It highlights the reasons for their marginalization, the importance of constitutional safeguards for minorities, and the interlinking of economic and social marginalization. Additionally, it provides insights into the lives of Adivasis and the challenges faced by Muslims regarding access to basic amenities and education.

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21 views2 pages

Asignment CH 4 Understanding Marginalisation

The document discusses the concept of marginalization, particularly focusing on marginalized communities such as Adivasis and Muslims in India. It highlights the reasons for their marginalization, the importance of constitutional safeguards for minorities, and the interlinking of economic and social marginalization. Additionally, it provides insights into the lives of Adivasis and the challenges faced by Muslims regarding access to basic amenities and education.

Uploaded by

teg13.11.17
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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ASIGNMENT CH 4 UNDERSTANDING MARGINALISATION

CLASS VIII
Q.1 Write in your own words two or more sentences of what you understand by the
word ‘marginalization’.
Ans. ‘Marginalization’ is a social process by which certain sections of the society are
confined to lower social standing. It results to certain minority (such as Muslims) or
Dalits (Particularly among the Hindus) in having a low social status and not having
equal access to education and other resources.
Q.2. List the two reasons why Adivasis are becoming increasingly marginalized.
Ans. Adivasis are becoming increasingly marginalized because:
i. They are radically different from communities organized around the principle of jati-
varna (castes).
ii. Their way of life is quite different from the majority of people. They wear colourful
costumes, strange type of head gears and have different cultures. They like to like in
seclusion.
Q.3. Write one reason why you think the Constitution’s safeguards to protect minority
communities are very important.
Ans. The Constitution’s safeguards to protect minority communities are very important
because the Constitution of our country is the supreme book of laws and regulations. It
provides safeguards to religious ethnic and linguistic minorities as a part of our
fundamental rights. Every citizen has a right to access to the Apex Court of the country.
These provisions aim to achieve communal harmony, national integrity and uniform
development.
Q.4. Re-read the section on Minorities and Marginalization. What do you understand by
the term minority?
Ans. Our Constitution does not define the word ‘minority’ in detail.
Minorities, whether religious or lingual are those who have less number of people of
their own sect and religion in a particular region.
Q.5. You are participating in a debate where you have to provide reasons to support the
following statement:
‘Muslims are a marginalized community’. Using the data provided in this chapter, list two
reasons that you would give.
Ans. Muslims are marginalized community because:
i. 63.6% of the Muslims live in Kuccha houses.
On the other hand, the people of majority, i.e, the Hindus live in 55.2% in Kuccha
houses.
ii. Only 30% of Muslims have access to electricity while 43.2% of the Hindus have
access to it.
iii. Piped water is second basic amenity (after pure air) for everyone. But only 19.4% of
Muslims have access to piped water. On the other hand, 25.3% of Hindus have access
to it.
iv. Literacy rates by religion wise are lowest for the Muslims according to 2001 survey.
Q.6. Imagine that you are watching the Republic Day parade on TV with a friend and
she remarks. “Look at these tribals. They look so exotic. And they seem to be dancing
all the time.”
List three things that you would tell her about the lives of Adivasis in India.
Ans.
i. Adivasis led excluded life in different hilly and forest areas of India till middle of the
nineteenth century or the dawn of British imperialism in India.
ii. Adivasis are not a homogeneous population. There are over 500 different Adivasi
groups in our country. They are particularly numerous in states like Chhattisgarh,
Jharkhand, Madhya Pradesh, Orissa, Gujarat, Maharashtra, Rajasthan, and in the
north-eastern states of Andhra Pradesh, Assam, Manipur, Meghalaya, Mizoram,
Nagaland and Tripura.
iii. Adivasis practice ancestor worship and believes in all types of supernatural spirits
like the primitive men.
Q.7. In the story board you read about how Helen hopes to make a move on the Adivasi
story. Can you help her by developing a short story on Adivasis?
Ans. The story runs like this:
i. A foreign company has planned to establish a metal company in area of Adivasis.
They are forced to move in very large number to various area of India. A man and his
girl friend decide to make an association. They approach to district authority, state
Government and lastly to central government.
ii. Under their leadership, the Adivasis demand three things forest, water and livelihood.
After a long struggle, Human Rights Commission comes forward and their demands are
accepted. They are handed over fairly large forest-lands, supply of water and they are
given employment in companies and some newly started small scale industries etc.
Q.8. Would you agree with the statement that economic marginalization and social
marginalization are interlinked? Why?
Ans. The different reports about the marginalization point out that economic and social
marginalization are interlinked.
i. In terms of occupation, houses, piped water, Muslims lag behind many other religious
groups.
ii. Most of the Muslims work in unorganized sector and have lower living standards than
Hindus as a whole. Because of lack of education, they find it difficult to get both public
as well as private sector jobs.
iii. Since they are economically backward, they fail to attain a higher status in Indian
society. Thus, economic and social marginalizations are interdependent.

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