Friday, April 17, 2009
An Unconscionable Act
If true, she has not only done deep disservice to the victims of the Gujarat riots; she has also undermined the credibility of so-called secular interlocutors. It confirms the suspicion many have, that often those speaking in the name of secularism do not subscribe to the very values they claim to be fighting for: truth, justice, impartiality and the rule of law. Their secularism is in the service of beating down opponents rather than discovering the truth. “Tutoring witnesses”, concocting horror stories in a politically charged situation is a serious crime; of a piece with what the supposedly “bad” guys do. After all, their politics depends upon falsely whipped-up paranoia, tampering with the system of justice, engaging in a pornography of violence and having scant regard for the truth. The fact that this is done in the name of victims, for a supposedly just cause, does not excuse it. It makes it worse.
This story should have been a big front page story. It deserves much more coverage and discussion. Of course, this is not the first time Teesta Setalvad’s role has come under the scanner. Her role in the Zahira Sheikh case was a matter of some concern, and there has been a widespread perception in legal struggles that her advocacy sometimes makes the cause of justice more, not less difficult. One cannot speculate about the circumstances under which she engaged in this self undermining rhetorical overkill. On the face of it, it was all so needless. The events in Gujarat were horrific enough -- there was no need to spoil the case with appalling falsehoods.
The good news is that in the case of Gujarat, at least some wheels of justice are turning. But the SIT’s findings against Teesta Setalvad are a salutary reminder, that the rule of law and the cause of truth should not be allowed to be subordinated to any ideology: communal or secular.
Thursday, April 9, 2009
Is punishment necessay for discipline?
How do you handle a classroom when you have 70 students to take care of ? Even one rowdy or disobedient student can cause enough disruption to ruin a class. In such cases what are the ‘classroom guidelines’ that a teacher should go by?
Most educators feel that punishment and discipline doesn’t go hand-in-hand. Instead, it can be achieved by re-enforcing positive qualities in children.
To start with, Lilly Vishwanathan, advocacy manager, project on corporal punishment, Plan India, feels that there is a need to foster a primarily pro-active attitude, empathy from teachers, encouragement techniques and so on — both at the adult level and in adult-student relations.
However, most teachers admit that initially they warn students, but when things get out of hand, they are forced to take ‘action.’
Monika Chopra, a PGT in chemistry from N C Jindal School, Punjabi Bagh, says, “We have a system where we write a note for parents in students’ diaries. Once the student gets three remarks in his/her diary, the parents are called. They, along with the teacher, talk to the child and arrive at a solution.”
Sharing an instance of good practices, Chopra cites an example of a class IX student, “This child was indisciplined and never followed instructions in class. We could figure out that he had a strong desire for stage and public speaking. So, we made him the class mo nitor as well as the house prefect. This worked and we saw a marked improvement in his behaviour and academic performance.”
On the other hand, Deepak Dahiya, a teacher with the Delhi Government School, Roop Nagar, says punishment may be necessary. He says, “I do believe in punishing students to ensure discipline, but one should know where to draw the line. Since our students are first generation learners, we have to teach them everything — behavioural issues, discipline and learning.” He adds, “But once I have punished them, I use various therapies to help the child understand why I punished him, so that he doesn’t repeat it again.”
TIPS FOR BUILDING POSITIVE RELATIONSHIPS WITH CHILDREN
Teachers can use a variety of strategies to build positive relations hips with children and prevent violence within the school environment. To do so, they can:
• Listen to children and encourage them to listen to others
• Teach with enthusiasm. Students engaged in work that is challenging, informative, and rewarding are less likely to get into trouble
• Set norms for behaviour in the classroom and refuse to permit violence. Learn and teach conflict resolution and anger management skills
• Invite parents to talk about and share their children’s progress and any concerns they have
• Encourage and sponsor student-led anti-violence activities and programmes ranging from peer education, Bal Panchayats, and mediation to mentoring and training
• Work with school authorities, parents and children to develop and implement a `Safe School Plan,’ including how teachers and other school staff should respond in emergencies
• Enforce school policies that seek to reduce the risk of violence.Take responsibility for areas outside, as well as inside, your classroom
• Encourage students to report crimes or activities that make them suspicious
Monday, April 6, 2009
Talibanization of INDIA ?
Muslim organisations are up in arms over an alleged comment on Monday by a Supreme Court judge, who reportedly cited "Talibanisation" while turning down a Muslim student's plea to sport a beard in school. Now, the debate over the Muslim beard -- commonly considered an Islamic virtue rather than an immutable tenet - has come full circle.
The Jamiat Ulama-i-Hind, a Muslim mass organisation, filed a broader case last month in the highest court, angling for a far-reaching ruling to allow Muslims to keep beards unconditionally, like Sikhs. The Jamiat case is likely to be one of the most fascinating courtroom duels over an Islamic emblem outside the Muslim world.
Here's why. It is not often that an Indian civil case rests largely on the validity of anecdotes from the Islamic world.
Evidence in support of the beard ranges from 1,000-year-old Islamic injunctions from the Hadith (Prophetic traditions) to the Hukum ul Islam, a famous treatise in Arabic. The English translation was specially procured from London's Dar At-Tawheed Publications.
"Our contention is that it is essential for Muslims to keep a beard in the light of the texts and traditions," Anis Suhrawardy, the lawyer representing Jamiat leader Arshad Madani said. Just in case the court rules in favour of the Jamiat, India could become the first non-Muslim country to uphold the Muslim's unfettered right to sport a beard.
Few Muslims think that keeping a beard could amount to supporting the Taliban's extremist character. "I don't dispute a particular judgement but if keeping a beard is akin to being a Taliban, I am proud to be one," Jamiat leader Mahmood Madani told HT. Two previous cases over a right to keep a beard, both involving employees in the armed forces, prompted the special leave petition filed by the Jamiat.
In defence organisations, a person is allowed a beard if it was sported on joining service. Most Muslims agree that the beard has great religious significance but it is commonly treated as non-essential.