C1 - Visions of Social Change in India

(a) Idea of development planning and mixed economy.

(b) Constitution, law and social change.
(c) Education and social change.

Idea of development planning and mixed economy

Debates on Modes of Dev. To follow : 3 options
1. Capitalism with min. state control
2. Socialism with state guidance
3. Sarvodaya based on distrust of state ….
There were problems of:
1. Refugee inflows
2. Fertile are gone to Pak, B’desh
Gandhi -> Inclined to socialism but distrust of state.
Favored capitalism but of small scale, cottage.
Dev. Model Post Independence
1. Welfare
2. Broad Spectrum Approach to planning
3. Based on Modernity
4. Mix – Model: 5 year Plans
After 1970: Approach changed to Integrated -> Area specific Focus
Eg. GR in Certain areas.
Central Planning -> State Plans -> District -> Block -> village
Recent Trends:
1. Decentralized Planning + Delivery attempted (from imperative to indicative planning)
2. Planning -> indicative + participative + ground work
3. Imp. Of NGOs rising
4. Community involvement in various policies (eg : education policy, women policy)
5. Sensitivity to Global Problems (eg: environment, terrorism, inclusion)
6. Rural sector, co – op federalism, ICT, MNREGA emphasized
7. Right based approach from earlier Role – based
Challenges:
1. Devolution of funds
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 2. Stagnant Agri.
3. Rural – Urban gap of dev. In dev. Indicators
4. Inclusion
5. Inequality using
6. Demography → education, health, sanitation, skills, etc.

Constitution, law and Social Change

Social Change : change in structure and function of the society (in FMCGRCR)

Constitution :
• is basic law of land ,
• incorporates norms of equality , social justice , freedom and secularism
• recognises cultural pluralism , caste based inequalities , economic & social backwardness of
some sections
• tries to bring SC thru FRs and DPSPs
• social evils like untouchability , forced labour , trafficking in woman & children --> illegal
• equality thru reservations (affirmative action)
• has certain limitations

Rajeev Bhargava : consti is expected to check the tyranny of a majoritarian democratic state &
protect the vulnerable groups

Y. Singh : The legal system has been an imp source of modernaisation in India
(can also write 3 Is)

Indian society --- complex and heterogenous ...law can ensure homogenity and assimilation of
divergent sections..various laws :

Women : Hindu marriage act , Hindu succession act , dowry prohibition act , Equal wages , DV act ,
PNDT Act

Backward sections : abolition of untouchability , reservation policy

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Rural poverty : MNREGA

Y.Singh : refers 3 func of law :

1. as an indiactor of change
2. as an initiator of change
3. as an integrator of change

Law alone cannot do much.

Andre Beteille: while law determines the direction in which society should go , the social structure
determines the direction in which the society actually goes.
Law gives only theory.

Upendra Baxi: suggests civil society and social movmts to bring about dynamic changes in society.
Education and social Change.
Civil society & social movements required for Social Change.

Brown said " education helps in changing basic outlook of a person towards society . Eduction
changes the established patterns of social relationships , attitude/vaues of a person and also
structure of society".
Education changes → Established Patterns, Values, Structure of society.

Objectives of education :
• pursuit of man to know himself and the universe and to relate himself with the social world
• building bridges b/w past and future
• accelerating the process of human progress
• integral growth of personality traits like intelligence , skill
• development in terms of man's condition of life , i.e. , development of both individual and
society
• generating and strengthening harmony and peace
It Involves both formal education and mass media (Informal)
• creates favourable attitude to acceptance of skills
• upgradation of skills
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 • focuses attention leading to change e.g. ecology book now-a-days will affect future
• creates awareness
• brings change in terms of gender equality

Education in Past

- In British period , education aimed at producing mainly clerks.

- Education was student-centred rather teacher-centred. Christian missionaries engaged in
imparting education gave considerable importance to conversion of religion.
- Education in school and colleges was not productive which could break down the social,
regional and linguistic barriers.
- It never aimed at making people masters of technology . It also did not focus on fighting
injustice , intolerance and superstition.

Education in Present

- Oriented towards promoting values of an urban , competitive consumer society.

- Education aimed at freedom of individual, excellence of individual, equality amongst all
people, individual and self reliance and national cohesion.

Education for future

- Emphasis must shift from higher secondary and higher education to primary and adult
education.
- content at university level education needs serious consideration
- problem of accountability of teachers needs to be addressed
- greater seriousness regarding studies among students
- push to vocational / professional courses
- issue of making all illiterate literate
- reducing number of drop-outs
- present examination system needs to be improved

Change that have been brought can be understood at following levels (PESTEL) -
• Political change: values for democracy , equitable rights , duties
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 • Social Change : literacy , awareness for health and sanitation , decrease in supertious beliefs
• Economical change : more employment , less burden on agriculture , more SMEs
• Environmental change : e.g. chipkoo movement
• Technological change : defence , communication etc.
• Ideological change : anti - superstitious movements in Maharashtra

K. Ahmad (1974) –
- Formal education can play a vital role in 'ideational' change through transformation of knowledge ,
attitudes and values of the people.
- Its effectiveness in bringing about structural changes in society is extremely limited.
- This is because of the linkages between the existing practices and procedures in education and
vested interests of the status-quoists.

Critical Anaylsis of Education

A.R.Desai
He has questioned the validity of education as an instrument of social change.
His contention is that after Independence, education has not been purposively geared to obtain the
desired changes.
He has criticised the policies and funding and financing of education to attain the goals of social
mobility and equality.
Examples:
- Education of SC, ST, Women failed in uplifting their status
- Unemployment and under-employment of educated youth.

Presently, concern is not only about education but quality education (ASER reports)

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 - Education plays both consecutive & Radical role.
- Karl Mancheim → Education need to be critical.
- Steve Lukes → 3rd Power promoted through education.
- Marx → Promotes dominant class ideology

Education Deprivations
• Caste related
• Gender (uneducated/undernourished)
• Class
• Elite (“Harijan Elite” -> Sachidanand Sinha “Tribal Elite” -> SD Badgaiyyan
• Taboo based – HIV parents’ children
• Religion – Sachar committee, Rangnath Mishra committee – Muslim denied entry in schools
in Ahmedabad
•
Changes brought PESTEL change
Criticism –
- Education used as apparatus by state to propagate it’s ideology
(Marx → Dominant class ideology.
Steve Lukes - 3rd Power.
Althuser - Ideological state apparatus)
- U without Q (focus only on numbers) (12th FYP)
- Pierre Bourdieaou - Cultural Reproduction - Benefitting only top classes.
Corroborated by MM Tumin: Top classes have culture of excellence.
- Tawney - Tadpole Theory - Only the “top of the bottom” get sponsorship from state.
Dalit Elites, Tribal Elites - Sachidanand Sinha, Bagaiyyan

Govt. Actions → RTE, SSA, MDM, RMS, RUSA, Articles – 15. DPSP
Eg. Ambedkar witnessed mobility of education.
AR Desai → Education Promoting status-quoism
NEP, 2016 → Skills, Cultural Heritage, Values. Contains vague terms.
Karl Manheim → Education needs to be critical.

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