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UNITONE

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Equality in Indian Democracy

Teacher’s noteTeacher’s noteTeacher’s noteTeacher’s noteTeacher’s note

This Unit introduces the learner to thecritical role of equality in democracy, withspecific reference to India. The Constitutionof India guarantees equality to all citizens.Despite this, the daily lives of people inIndia are far from equal. Earlierdiscussions on equality in Civics textbooksmost often reiterated certain provisions ofthe Constitution without adequatelyconsidering the reality of these in people’slives. This Unit adopts a different approach.It discusses the need for equality throughhighlighting the inequalities that continueto be practised and experienced by variouscommunities.

The first chapter introduces the learnerto Kanta, Omprakash Valmiki and theAnsaris, all of whom experience inequalityin different ways. It is through theirexperiences that we introduce the conceptof dignity. The government’s role in passinglaws and instituting policies is discussedto show that commitment to the alleviationof existing inequalities is a major part ofthe work that governments undertake. Thechapter also briefly introduces an issue ofinequality in the United States of Americato highlight that this is a global phenomenonand a feature of many democratic countries.

The second chapter of this Unit isChapter 10 of this book. It ties togetherthe main ideas on equality raisedthroughout the text. A significant portionof the last chapter is devoted to discussingpeople’s contribution to the fight forequality. This is achieved through focusingon one social movement as well ashighlighting creative (writings, songs,poems) ways through which people expresstheir demands for equality.

Both chapters aim to help the learnerunderstand that equality and democracyare dynamic and not static concepts. Thisdynamism is reflected in the government’spassing of new laws and programmes, andin people’s movements around varioussocial and economic issues.

Kanta, Omprakash, the Ansaris, and theTawa Matsya Sangh all have diverse localequivalents. Local situations should beused as a practical reference to make thediscussion on underlying concepts morerelevant and appropriate. A discussion onequality in the classroom requires empathyas well as a firm commitment on theteacher’s part to ensuring that the dignityof all learners be respected.

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On EqualityIndia is a democracy. In theClass VI book, we looked atthe key elements of ademocratic government.These include people’sparticipation, theresolution of conflict, andequality and justice.Equality is a key feature ofdemocracy and influencesall aspects of itsfunctioning. In this chapteryou will read more aboutequality – what it is, why itis important in ademocracy, and whether ornot everyone is equal inIndia. Let’s begin bylooking at Kanta’s story.

Isn’t it good Suja that we can all vote asequal citizens of our country? Even Jain

Saheb is standing in the line with us!

Yes!

Go on, Kanta – It’syour turn now.

I will vote for thecandidate who haspromised to bring

pipe water toour area.

Manjit KaurTeacher

Teja Singh Trader

Girish RaoStudent

Kanta DeviDomestic worker

Sujata KumariDomestic worker

On election day, Kanta and her friendSujata are waiting to cast their votes...

1CHAPTER

CHAPTER

CHAPTER

CHAPTER

CHAPTER

Afterwards...

We’ll see youlater, Kanta.

Yes...NamasteSaheb!

Gudia has been running feverand I have to take her to the

hospital...but I will have to finishthe work at Saheb’s house

first...and ask for someadvance...

At home...

Here have some of this –you’ll feel better. Andwhen I get back in theevening, we’ll go to the

hospital, okay?

It’s no wonder that Gudiafalls ill often...the basti is

never cleaned!

Abdul RehmanArtisan

Shabnam BanoHousewife

Gracy LalengConsultant

Isaac Laleng Government officer

Ruksana MirzaMedia person

Yog RajUnemployed

Ashok JainIndustrialist

Equal right to voteEqual right to voteEqual right to voteEqual right to voteEqual right to vote

The story above begins with Kanta standing in lineto cast her vote. Look again at the various peoplewho are standing in line with her. Kanta recognisesher employer, Ashok Jain and Chotte Lal, herneighbour. In a democratic country, like India, alladults irrespective of what religion they belong to,how much education they have had, what caste theyare, or whether they are rich or poor are allowed tovote. This, as you have already read in the Class VIbook, is called universal adult franchiseuniversal adult franchiseuniversal adult franchiseuniversal adult franchiseuniversal adult franchise and is anessential aspect of all democracies. The idea ofuniversal adult franchise is based on the idea ofequality because it states that every adult in acountry, irrespective of their wealth and thecommunities she/he belongs to, has one vote. Kantais excited to vote and happy that she is equal to allof the others because each of them has one vote.

But as her day goes on, Kanta becomes less certainabout what this equality really means.

What is it that makes Kanta unsure? Let’s take alook at a day in her life. She lives in a slum and hasa drain behind her house. Her daughter is sick butshe cannot take the day off from work because sheneeds to borrow money from her employers to takeher child to the doctor. Her job as a domestic helptires her out, and finally she ends her day by againstanding in a long line. This line, in front of thegovernment hospital, is unlike the one in the morningbecause most of the people standing in it are poor.

Do you think Kanta hasenough reason to doubtwhether she really is equal?List three reasons from thestory above that mightmake her feel like this.

Make sure to do thecorners properly.

Here’s your advance,Kanta – but don’t make a

habit of it!

No Madam...

That evening...

Just fewmore

minutes,Beti.

Jain Madamand Jain Saheb

may stand in line tovote, but they

never have to do itwhen their children

are sick...

Other kinds of equalityOther kinds of equalityOther kinds of equalityOther kinds of equalityOther kinds of equality

Kanta is one of many people who live in democraticIndia and who have the right to vote but whose dailyliving and working conditions are far from equal.Apart from being poor, people in India experienceinequality in different ways. Let us see what thismeans by reading the two stories given below. Eachof these is based on real incidents in people’s livesand reflects the different kinds of inequalities thatexist in India.

One of the more common forms of inequality inIndia is the caste system. If you live in rural Indiayour caste identity is something that you probablylearned or experienced very young. If you live inurban India some of you might think that people nolonger believe in caste. But just look at thesematrimonials shown from a leading Englishnewspaper and you will see how important the issueof caste continues to be in the minds of highlyeducated urban Indians.

Now let us read a story about the experiences of aDalit child attending school. You have already readabout Dalits in the Class VI book. Dalit is a termthat the so-called lower castes use to addressthemselves. Dalit means ‘broken’ and by using thisword, lower castes are pointing to how they were,and continue to be, seriously discriminated against.

Omprakash Valmiki is a famous Dalit writer. Inhis autobiography, Joothan, he writes, “I had to sitaway from the others in the class, and that too onthe floor. The mat ran out before reaching the spot Isat on. Sometimes I would have to sit way behindeverybody, right near the door…sometimes theywould beat me without any reason.” When he was inClass IV, the headmaster asked Omprakash to sweepthe school and the playground. He writes, “Theplayground was way larger than my small physiquecould handle and in cleaning it, my back began toache. My face was covered with dust. Dust had gone

Circle the reference to caste in thematrimonial advertisements givenabove.

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inside my mouth. The other children in my classwere studying and I was sweeping. Headmaster wassitting in his room and watching me. I was not evenallowed to get a drink of water. I swept the wholeday,…From the doors and windows of the schoolrooms, the eyes of the teachers and the boys sawthis spectacle.” Omprakash was made to sweep theschool and the playground for the next couple ofdays and this only came to an end when his father,who happened to be passing by, saw his sonsweeping. He confronted the teachers and thenwalking away from the school holding Omprakash’shand, he said loudly for all of them to hear, “You area teacher…So I am leaving now. But remember thismuch Master…(He) will study right here…in thisschool. And not just him, but there will be morecoming after him.”

The second story is based on an incident that tookplace in one of India’s larger cities and is commonpractice in most parts of the country. It is a storyabout Mr and Mrs Ansari who were looking to rentan apartment in the city. They had the money andso paying the rent was no problem. They went to aproperty dealer for help to find a place. The dealerinformed them that he knew about quite a fewapartments that were available for rent. They visitedthe first apartment and the Ansaris liked it very muchand decided to take it. However, when the landladyfound out their names, she made an excuse abouthow she could not rent the house to someone whoate meat because the building did not have anynon-vegetarian residents. Both the Ansaris and theproperty dealer were surprised to hear this becausethey could smell fish being cooked in the neighbour’shouse. The same excuse was repeated in the secondand the third apartments. Finally, the property dealertold them that they might want to change their namesand call themselves Mr and Mrs Kumar. The Ansariswere reluctant to do this and decided to look somemore. In the end, it took a whole month of looking atapartments before they found a landlady who waswilling to give them a place on rent.

Why do you think OmprakashValmiki was being treated unequallyby his teacher and his classmates?Imagine yourself as OmprakashValmiki and write four lines abouthow you would feel if you were inthe same situation as him.

Cover of Omprakash Valmiki’s book,Joothan, which talks about hisexperiences of growing up as a Dalit boy.

Why do you think the Ansariswere being treated unequally?What would you do if you were inthe Ansaris’ position and couldnot find a place to live becausesome people did not want to livenext to you because of the religionyou practice?

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Recognising dignityRecognising dignityRecognising dignityRecognising dignityRecognising dignity

You have understood by now that the caste we areborn into, the religion we practice, the classbackground we come from, whether we are male orfemale – these are often the things that determinewhy some people are treated unequally. OmprakashValmiki and the Ansaris are being treated unequallyon the basis of differences of caste and religion.

When persons are treated unequally, their dignitydignitydignitydignitydignityis violated. The dignity of both Omprakash Valmikiand the Ansaris was violated because of the way inwhich they were treated. By picking on him andmaking him sweep the school, because of his caste,Omprakash Valmiki’s schoolmates and teachers hurthis dignity badly and made him feel as if he was lessthan equal to all other students in the school. Beinga child, Omprakash Valmiki could do very little aboutthe situation that he was in. It was his father who,on seeing his son sweep, felt angry by this unequaltreatment and confronted the teachers. The Ansaris’dignity was also hurt when persons refused to leasetheir apartments to them. However, when theproperty dealer suggested that they change theirname, it was their dignity or self-respect that madethem refuse this suggestion.

Omprakash and the Ansaris do not deserve to betreated like this. They deserve the same respect anddignity as anyone else.

Equality in Indian democracyEquality in Indian democracyEquality in Indian democracyEquality in Indian democracyEquality in Indian democracy

The Indian ConstitutionConstitutionConstitutionConstitutionConstitution recognises every person asequal. This means that every individual in thecountry, including male and female persons fromall castes, religions, tribes, educational and economicbackgrounds are recognised as equal. This is not tosay that inequality ceases to exist. It doesn’t. Butatleast, in democratic India, the principle of theequality of all persons is recognised. While earlier

If you were one of the Ansarishow would you have responded tothe suggestion that you changeyour name?

Can you think of an incident inyour life in which your dignity wasviolated? How did this make youfeel?

In the 1975 film, Deewar, a boy whoworks as a shoeshine refuses to pick up acoin thrown at him. He feels that there isdignity in the work that he does andinsists that his fee be given respectfully.

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no law existed to protect people from discriminationand ill-treatment, now there are several that work tosee that people are treated with dignity and as equals.

This recognition of equality includes some of thefollowing provisions in the Constitution: first thatevery person is equal before the law. What this meansis that every person, from the President of the countryto Kanta, a domestic worker, has to obey the samelaws. Second, no person can be discriminated againston the basis of their religion, race, caste, place ofbirth or whether they are female or male. Third, everyperson has access to all public places includingplaygrounds, hotels, shops and markets. All personscan use publicly available wells, roads and bathingghats. Fourth, untouchability has been abolished.

The two ways in which the government has triedto implement the equality that is guaranteed in theConstitution is first through laws and second throughgovernment programmes or schemes to helpdisadvantaged communities. There are several lawsin India that protect every person’s right to be treatedequally. In addition to laws, the government has also

The Parliament is the cornerstone of ourdemocracy and we are represented in itthrough our elected representatives.

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set up several schemes to improve the lives ofcommunities and individuals who have been treatedunequally for several centuries. These schemes areto ensure greater opportunity for people who havenot had this in the past.

One of the steps taken by the government includesthe midday meal scheme. This refers to theprogramme introduced in all government elementaryschools to provide children with cooked lunch. TamilNadu was the first state in India to introduce thisscheme, and in 2001, the Supreme Court asked allstate governments to begin this programme in theirschools within six months. This programme has hadmany positive effects. These include the fact thatmore poor children have begun enrolling andregularly attending school. Teachers reported thatearlier children would often go home for lunch andthen not return to school but now with the middaymeal being provided in school, their attendance hasimproved. Their mothers, who earlier had to interrupttheir work to feed their children at home during theday, now no longer need to do so. This programmehas also helped reduce caste prejudices because bothlower and upper caste children in the school eat thismeal together, and in quite a few places, Dalit womenhave been employed to cook the meal. The middaymeal programme also helps reduce the hunger ofpoor students who often come to school and cannotconcentrate because their stomachs are empty.

While government programmes play an importantrole in increasing equality of opportunity, there ismuch that still needs to be done. While the middaymeal programme has helped increase the enrolmentand attendance of poor children in school, therecontinues to be big differences in our countrybetween schools that the rich attend and those thatthe poor attend. Even today there are several schoolsin the country in which Dalit children, likeOmprakash Valmiki, are discriminated against andtreated unequally. These children are forced intounequal situations in which their dignity is not

Children being served their midday mealat a government school in Uttarakhand.

What is the midday mealprogramme? Can you list threebenefits of the programme? Howdo you think this programmemight help promote greaterequality?

Find out about one governmentscheme in your area. What doesthis scheme do? Whom is thisscheme set up to benefit?

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respected. This is because people refuse to think ofthem as equal even though the law requires it.

One of the main reasons for this is that attitudeschange very slowly. Even though persons are awarethat discrimination is against the law, they continueto treat people unequally on the basis of their caste,religion, disability, economic status and because theyare women. It is only when people begin to believethat no one is inferior, and that every person deservesto be treated with dignity, that present attitudes canchange. Establishing equality in a democratic societyis a continuous struggle and one in which individualsas well as various communities in India contributeto and you will read more about this in this book.

Issues of equality in other democraciesIssues of equality in other democraciesIssues of equality in other democraciesIssues of equality in other democraciesIssues of equality in other democracies

You are probably wondering whether India is the onlydemocratic country in which there is inequality andwhere the struggle for equality continues to exist.The truth is that in many democratic countriesaround the world, the issue of equality continues tobe the key issue around which communities struggle.So, for example, in the United States of America, theAfrican–Americans whose ancestors were the slaveswho were brought over from Africa, continue todescribe their lives today as largely unequal. This,despite the fact that there was a movement in thelate 1950s to push for equal rights for African–Americans. Prior to this, African–Americans weretreated extremely unequally in the United States anddenied equality through law. For example, whentravelling by bus, they either had to sit at the backof the bus or get up from their seat whenever a whiteperson wished to sit.

Rosa Parks was an African–American woman. Tiredfrom a long day at work she refused to give up herseat on a bus to a white man on 1 December 1955.Her refusal that day started a huge agitation againstthe unequal ways in which African–Americans were

“It is disgraceful to live at the cost of one'sself-respect. Self-respect is the most vitalfactor in life. Without it, man is a cipher.To live worthily with self-respect, one hasto overcome difficulties. It is out of hardand ceaseless struggle alone that onederives strength, confidence andr e cogn i t i on .

“Man is mortal. Everyone has to die someday or the other. But one must resolve tolay down one's life in enriching the nobleideals of self-respect and in bettering one'shuman life... Nothing is more disgracefulfor a brave man than to live life devoidof self-respect.”

– B.R. Ambedkar

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treated and which came to be known as the CivilCivilCivilCivilCivilRights MovementRights MovementRights MovementRights MovementRights Movement. The Civil Rights Act of 1964prohibited discrimination on the basis of race,religion or national origin. It also stated that allschools would be open to African–American childrenand that they would no longer have to attend separateschools specially set up for them. However, despitethis, a majority of African–Americans continue to beamong the poorest in the country. Most African-American children can only afford to attendgovernment schools that have fewer facilities andpoorly qualified teachers as compared to whitestudents who either go to private schools or live inareas where the government schools are as highlyrated as private schools.

Rosa Parks, an African–Americanwoman, changed the course of Americanhistory with one defiant act.

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Challenge of democracyChallenge of democracyChallenge of democracyChallenge of democracyChallenge of democracy

No country can be described as being completelydemocratic. There are always communities andindividuals trying to expand the idea of democracyand push for a greater recognition of equality onexisting as well as new issues. Central to this is thestruggle for the recognition of all persons as equaland for their dignity to be maintained. In this bookyou will read about how this issue of equality affectsvarious aspects of our daily lives in democratic India.As you read these chapters, think about whetherthe equality of all persons and their being able tomaintain their dignity is upheld.

Prohibition of discrimination on grounds of religion, race, caste, sex or place of birth.

(1) The State shall not discriminate against any citizen on grounds only of religion, race,caste, sex, place of birth or any of them.

(2) No citizen shall, on grounds only of religion, race, caste, sex, place of birth or any ofthem, be subject to any disability, liability, restriction or condition with regard to –

(a) access to shops, public restaurants, hotels and places of public entertainment;

or

(b) the use of wells, tanks, bathing ghats, roads and places of public resort maintainedwholly or partly out of State funds or dedicated to the use of the general public.

Excerpt from Article 15 of the Indian Constitution

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EXERCISESEXERCISESEXERCISESEXERCISESEXERCISES

1. In a democracy why is universal adult franchise important?

2. Re-read the box on Article 15 and state two ways in which

this Article addresses inequality?

3. In what ways was Omprakash Valmiki’s experience similar

to that of the Ansaris?

4. What do you understand by the term “all persons are

equal before the law”? Why do you think it is important in

a democracy?

5. The Government of India passed the Disabilities Act in

1995. This law states that persons with disabilities have

equal rights, and that the government should make

possible their full participation in society. The government

has to provide free education and integrate children with

disabilities into mainstream schools. This law also states

that all public places including buildings, schools, etc.,

should be accessible and provided with ramps.

Look at the photograph and think about the boy who is being

carried down the stairs. Do you think the above law is being

implemented in his case? What needs to be done to make the

building more accessible for him? How would his being carried

down the stairs affect his dignity as well as his safety?

GlossaryGlossaryGlossaryGlossaryGlossary

Universal adult franchise: This is a very important aspect of democratic societies. It means that

all adult (those who are 18 and above) citizens have the right to vote irrespective of their social or

economic backgrounds.

Dignity: This refers to thinking of oneself and other persons as worthy of respect.

Constitution: This is a document that lays down the basic rules and regulations for people and

the government in the country to follow.

Civil Rights Movement: A movement that began in USA in 1950s in which African–American

people demanded equal rights and an end to racial discrimination.

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