Question: Who coined the term ‘Harijan’?
- Thakkar Bappa
- Mahatma Gandhi
- B.R. Ambedkar
- Baba Amte
Answer: (2)The correct answer to the MA CUET exam question is (b) Mahatma Gandhi. Mahatma Gandhi, a towering figure in the Indian independence movement and a proponent of nonviolent resistance, coined the term ‘Harijan’ to refer to the Dalits or the untouchables. However, it is important to note that the usage of this term has been a subject of criticism and debate within the Dalit community and among scholars. The term ‘Harijan’ literally translates to “children of God.” Gandhi introduced this term with the intention of promoting inclusivity and equality for the Dalits, who historically faced severe discrimination and were considered untouchables in the caste hierarchy prevalent in India. Gandhi’s use of the term reflected his belief in the inherent dignity and divinity of every individual, irrespective of their caste. Gandhi’s advocacy for the term ‘Harijan’ was part of his broader social and political philosophy, which aimed at eradicating untouchability and promoting social harmony. He believed that by giving the Dalits a new and respectful identity, society could be compelled to recognize their humanity and dignity. The term was meant to challenge the degrading connotations associated with the label “untouchable.” However, the adoption and promotion of the term ‘Harijan’ were not universally welcomed within the Dalit community. As mentioned in R. S. Khare’s book “The Untouchable as Himself,” some Dalit individuals and activists viewed the term with derision. According to Khare, a Chamar reformer in Lucknow expressed skepticism about the term, stating that ‘Harijan’ signifies what they could never be allowed to become by the caste Hindus, and perhaps not something they even wanted to become. The term was perceived by some as a superficial attempt by Gandhi to alleviate his feelings of guilt. Critics of the term argue that it may have reinforced the idea of a separate and distinct identity for the Dalits rather than promoting genuine social integration. The label ‘Harijan,’ even with its positive intentions, could be seen as an attempt to sanitize or sugarcoat the deeply entrenched social discrimination faced by the Dalits. It was a term imposed on them rather than one that emerged from within their community, and this top-down approach to identity formation faced resistance. Moreover, some Dalit leaders and intellectuals argue that the term ‘Harijan’ does not capture the complex and diverse experiences of the Dalit community. It may oversimplify the historical injustices, systemic discrimination, and economic exploitation that the Dalits have endured for centuries. The term, they argue, falls short in addressing the root causes of caste-based discrimination and inequality. In the post-independence era, there has been a shift in the discourse surrounding the terminology used to refer to the Dalit community. Many Dalit activists and scholars have advocated for the use of terms like “Dalit” or “Scheduled Castes” as more empowering and reflective of the struggles and aspirations of the community. These terms are considered to be expressions of self-assertion and resistance against the oppressive caste system. The debate over the term ‘Harijan’ reflects broader issues related to identity, agency, and empowerment within marginalized communities. It also underscores the challenges in addressing deeply ingrained social inequalities and discrimination. While Gandhi’s intentions in coining the term were rooted in a vision of social justice and equality, the reception and perception of the term within the Dalit community highlight the complexities involved in addressing caste-based discrimination. In conclusion, Mahatma Gandhi coined the term ‘Harijan’ with the intention of promoting inclusivity and equality for the Dalits, challenging the degrading connotations associated with the label “untouchable.” However, the reception of the term within the Dalit community has been mixed, with some individuals expressing skepticism and derision. The debate over the term ‘Harijan’ reflects larger issues related to identity, agency, and empowerment within marginalized communities, and it underscores the challenges in addressing deeply ingrained social inequalities and discrimination. |
Take a Quick Sociology Quiz to measure your Performance
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.
To master these intricacies and fare well in the Sociology Syllabus, aspiring sociologists might benefit from guidance by the Best Sociology Teacher and participation in the Best Sociology Coaching. These avenues provide comprehensive assistance, ensuring a solid understanding of sociology’s diverse methodologies and techniques.
META TAGS:
Why Vikash Ranjan’s Classes for Sociology?
Proper guidance and assistance are required to learn the skill of interlinking current happenings with the conventional topics. VIKASH RANJAN SIR at SOCIOLOGY GURU guides students according to the Recent Trends, making him the Best Sociology Teacher for Sociology.
At Sociology Guru, the Best Sociology Coaching platform, we not only provide the best study material and applied classes for Sociology but also conduct regular assignments and class tests to assess candidates’ writing skills and understanding of the subject.
Choose The Best Sociology Teacher for your Preparation?
To master these intricacies and fare well in the Sociology Syllabus, aspiring sociologists might benefit from guidance by the Best Sociology Teacher and participation in the Best Sociology Coaching. These avenues provide comprehensive assistance, ensuring a solid understanding of sociology’s diverse methodologies and techniques. Sociology, Social theory, Best Sociology Teacher, Best Sociology Coaching, Sociology Syllabus.
Best Sociology Teacher, Sociology Syllabus, Sociology, Sociology Coaching, Best Sociology Coaching, Best Sociology Teacher, Sociology Course, Sociology Teacher, Sociology Foundation, Sociology Foundation Course, Sociology CUET, Sociology for IAS, Sociology for UPSC, Sociology for BPSC, Sociology for UGC NET, Sociology for JPSC,
Follow us :
KEYWORD:-Harijan, Harijan, Harijan, Harijan, Harijan, Harijan, Harijan, Harijan, Harijan, Harijan, Harijan, Harijan, Harijan, Harijan, Harijan, Harijan, Harijan, Harijan, MA CUET SOCIOLOGY
