Here are the answers to the exercises given at the end of the chapter “Confronting Marginalisation”:
1. List two Fundamental Rights in the Constitution that Dalits can draw upon to insist that they be treated with dignity and as equals.
Answer:
Dalits can invoke the following Fundamental Rights to demand dignity and equality:
- Article 17 (Abolition of Untouchability) – Untouchability is abolished, and its practice in any form is prohibited.
- Article 15 (Prohibition of Discrimination) – The State shall not discriminate against any citizen based on religion, caste, gender, race, or place of birth.
2. Re-read the story on Rathnam as well as the provisions of the 1989 Scheduled Castes and Scheduled Tribes (Prevention of Atrocities) Act. Now list one reason why you think he used this law to file a complaint.
Answer:
Rathnam used the 1989 Act because he was ostracised and attacked for refusing to perform a caste-based ritual. His house was burned down, and his family was forced to leave the village. The Act protects Dalits and Adivasis from such violence and discrimination, making it a powerful legal tool for justice.
3. Why do Adivasi activists, including C.K. Janu, believe that Adivasis can also use this 1989 Act to fight against dispossession? Is there anything specific in the provisions of the Act that allows her to believe this?
Answer:
Adivasi activists like C.K. Janu believe that the 1989 Act can be used to fight land dispossession because:
- The Act prohibits the wrongful occupation of tribal land by non-tribals.
- The Indian Constitution protects Adivasi land rights, stating that tribal land cannot be sold to or bought by non-tribals.
- Governments and private businesses often encroach upon Adivasi land, violating these rights.
The 1989 Act provides legal protection and allows Adivasis to reclaim their land.
4. The poems and the song in this Unit allow you to see the range of ways in which individuals and communities express their opinions, their anger, and their sorrow. In class, do the following two exercises:
(a) Bring to class a poem that discusses a social issue. Share this with your classmates. Work in
small groups with two or more poems to discuss their meaning as well as what the poet is
trying to communicate.
(b)Identify a marginalised community in your locality. Write a poem, or song, or draw a poster
etc to express your feelings as a member of this community.
Answer: (a) Do it yourself. A sample answer is provided below.
Students can choose any poem that highlights social issues such as caste discrimination, poverty, gender inequality, or human rights. Examples:
- “A Body is Unclean, They Say” by Soyrabai (from the chapter) – Challenges caste-based discrimination.
- “Untouchability” by Kabir – Questions the origins of untouchability and promotes equality.
- “Still I Rise” by Maya Angelou – Talks about resilience against discrimination and oppression.
Discussion: Some hints for the discussion are given below.
- What is the main message of the poem?
- How does the poet use words and emotions to convey injustice?
- How does the poem connect to real-life struggles of marginalised communities?
Answer: (b) Do it yourself. Here we provide you with hints to attempt this activity.
- Students can choose a marginalised group such as manual scavengers, street vendors, daily wage workers, or tribal communities.
- They can write a poem, create a song, or draw a poster highlighting their struggles and hopes.
Example:
A short poem on manual scavengers:
“With baskets on their heads, they walk the street,
Cleaning the filth, yet treated as dirt beneath their feet.
Why must they suffer, unseen, unheard?
Equality is their right, let’s spread the word!”
