Question

Critically examine the issue of positive discrimination and affirmative action in the context of education in India.

16 Aug 2021
Answer :
Word Count : 961

Concern for the welfare of disadvantaged sections in lndia is not a postindependence phenomenon. It has a long history of advocacy and I implementation even before Independence in 1947. There were contestations to the rigid Hindu caste structure and hierarchy even in the ancient Indian society exemplified by the emergence and spread of religions like Buddhism, Jainism, Sikhism, and movements like the Bhakti Movement that deceived the caste system. In the late nineteenth and early twentieth century, their cause was taken up by some of the nationalist leaders and enlightened social reformers like Vidya Sagar, Ram Mohan Roy, Gandhiji, Jyotiba Phule, Ambedkar, and others. who voiced concern for them much before the colonial rulers' legislative action for the amelioration of the living conditions of these sections of population, was planned. As a result, British rule in lndia formally introduced the principle of equality of all citizens before law. The Caste Disabilities Act of 1850 is the earliest. As far back as in 1885, the provincial Madras Government made a provision for education of children from disadvantaged sections. Later, as a consequence of the non-Brahmin movement, the Madras ~gvernment reserved positions for the non-Brahmins in government services. Another significant development in the early part of this century was the appointment of a Committee (1918) by the Maharaja of Mysore for the upliftment of the non-Brahmin sections of society under the Chairmanship of Sir Leslie Miller. The Committee recommended that within a _____ ____ _______ ________ ________ ________.
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