Question: What do you call a research, which is concerned with practice, such as social change, therapy to individuals or a small social group, and improving the efficiency of an organisation?
- Social research
- Orientation research
- Praxis
- Action research
Answer: (4)The question presented in the MA CUET exam addresses the type of research that focuses on practical applications, such as facilitating social change, providing therapy to individuals or small social groups, and enhancing organizational efficiency. The correct answer to this question is (d) Action research. To fully grasp the significance of this response, it is imperative to explore the concept of action research, its principles, and its application in addressing real-world issues. Action research is an innovative and participatory approach to research that emphasizes collaboration and active involvement by members of communities directly impacted by the research. Unlike traditional research methods that often prioritize controlled experiments, statistical analysis, and the reproducibility of findings, action research is deeply rooted in the idea of understanding and transforming the world through collective engagement and reflection. The term used in the question, “Praxis,” is closely related to the concept of action research. Praxis refers to the integration of theory and practice, where knowledge is applied to inform and improve real-world actions. It implies a cyclical process of reflection, action, and further reflection, creating a dynamic and iterative approach to addressing practical challenges. Participatory Action Research (PAR) is a specific form of action research that aligns closely with the description provided in the question. PAR places a strong emphasis on the active participation of community members or stakeholders in the research process. It goes beyond traditional research paradigms by involving those directly affected by the research in the co-creation of knowledge and the identification of solutions to pertinent issues. The primary goal of PAR is to bridge the gap between theory and practice, fostering a collaborative environment where individuals work together to bring about positive change. It is a research approach that recognizes the significance of local knowledge, experiences, and social history in shaping the research process. PAR acknowledges that individuals within a community are not merely subjects of study but active agents who contribute valuable insights and perspectives. One key characteristic of PAR is its commitment to addressing questions and issues that hold significance for the participants, making the research contextually relevant and meaningful. This stands in contrast to more traditional research methods that may prioritize abstract or theoretical inquiries. In PAR, the research process is a dynamic and evolving collaboration, with the participating community members acting as co-researchers. The integration of participation, action, and research forms the core of the PAR methodology. This integration is not just a theoretical framework; it is a practical and philosophical commitment to conducting research that is deeply rooted in the lived experiences of the participants. The idea is succinctly captured in the statement, “Action unites, organically, with research,” emphasizing the inseparable connection between understanding and changing the world. In the context of the question posed in the MA CUET exam, action research is the most fitting term to describe research concerned with practical applications, social change, therapy to individuals or small social groups, and organizational efficiency. The participatory nature of action research ensures that the perspectives and voices of those directly impacted are central to the research process, making it a powerful tool for addressing complex and context-specific challenges. It is essential to note that action research is not a monolithic methodology but rather a pluralistic orientation to knowledge creation and social change. Different iterations of action research may place varying emphasis on participation, action, and research, reflecting the diversity of approaches within the broader framework of action-oriented inquiry. In conclusion, the answer to the MA CUET exam question, (d) Action research, aligns with a research paradigm that goes beyond traditional methodologies, actively involving communities in the research process and emphasizing the practical application of knowledge for social change and improvement. Action research, particularly in its participatory form (PAR), exemplifies a commitment to praxis — the integration of theory and practice — creating a dynamic and transformative approach to research that is relevant and impactful in addressing real-world challenges. |
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Frequently Asked Questions:
1. Question: Define the term “ethnic movement” and provide an example from India.
Answer: An ethnic movement refers to a collective effort by a group sharing common cultural, linguistic, or religious traits, seeking to assert their identity and rights; an example from India is the Khalistan Movement in Punjab.
2. Question: Identify the main objectives behind the Gorkhaland ethnic movement.
Answer: The Gorkhaland ethnic movement primarily seeks to establish a separate state for India’s Nepali-speaking population in the Darjeeling region, advocating for linguistic and cultural recognition and political autonomy.
3. Question: What was the Operation Blue Star, and which ethnic movement was it related to?
Answer: Operation Blue Star was a military action in 1984, aiming to remove Sikh militants hiding in the Golden Temple in Amritsar; it is related to the Khalistan movement, which sought a separate Sikh country.
4. Question: Mention a critical factor that triggered the emergence of ethnic movements in India, as discussed by Dipankar Gupta.
Answer: Dipankar Gupta emphasized that ethnicity is fundamentally a political process, wherein caste and religion, the key components of identity formation, are politicized by leaders for vested interests.
5. Question: What were the primary reasons for the Assam Ethnicity conflicts involving Bodo tribals and Bengali Muslim settlers?
Answer: The Assam Ethnicity conflicts primarily stemmed from issues related to immigration, land rights, and resource allocation, leading to clashes, riots, and evolving relationships among indigenous communities to address challenges.
6. Question: Briefly describe the role of the Dravidian Movement in terms of caste and societal structure.
Answer: The Dravidian Movement, led notably by E.V. Ramasamy, aimed to establish an egalitarian society, focusing on anti-Brahmanism and advocating for equal rights for backward castes, while also introducing reforms like self-respect marriages.
7. Question: Name the prominent ethnic movements in North-East India and specify one common objective.
Answer: Prominent ethnic movements in North-East India include the Nagas’ and Mizos’ struggles; a common objective was to gain autonomy and recognition for their distinct tribal identities and cultural uniqueness.
8. Question: What is the key argument of Gail Omveldt regarding traditional Indian society and multiculturalism?
Answer: Gail Omveldt opposed romanticizing traditional Indian society, arguing that hierarchy has always dominated it and dismissing the notion that multiculturalism is an intrinsic feature of Indian society as a myth.
9. Question: Briefly explain the social hierarchy factor as a contributing element to ethnic movements as suggested by Olzak.
Answer: Olzak suggests that the construction of hierarchies among ethnic communities, which often leads to the suppression of one group by another, is a key factor that can instigate social and ethnic movements.
10. Question: Identify one consequence of the unequal economic development factor within the context of ethnic movements in India.
Answer: One consequence of unequal economic development is the marginalization and underdevelopment of certain groups, leading to feelings of alienation and sometimes initiating ethnic movements as these groups strive for equality and recognition.
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