Thursday, July 2, 2020

Are Black Americans victims of Police Militarization in the US

This article is by

Share this article

Article Contributor(s)

Nikhita Gautam

Article Title

Are Black Americans victims of Police Militarization in the US

Publisher

Global Views 360

Publication Date

July 2, 2020

URL

Chicago Police

Chicago Police | Source: noahwesley via Creative Commons

In the USA, there are reports of police using tear gas, flashbangs, and many other weapons to fight against the riots which are occurring now in over 350 cities against police brutality against the Black Community. There have been many reports on how the police brutality is disproportionate in terms of race; the Black people are thrice as likely to have violence committed on them by the police force than the whites, and the factor is 1.5 for the Hispanics. There is a first-hand account of a person present in the recent protests who talks about the use of batons on demonstrators.

This, however, leads to the question whether it was the militarization of the police force that caused violence towards minority communities. The police militarization was, in the aftermath of the 9/11 US terrorist attack, justified by the policymakers as a necessary tool to prevent the terrorist attacks in the future. This policy decision led to the military grade weapons and military style training regime for the police force. Some of the states in the US partnered with highly militarized police of Israel for training their police force. Such lethal weapons which were provided to the police force  used against terrorists were gradually used by the police force against common civilians on suspicion of minor crimes and the group of protestors.

The civil right groups were voicing concerns for many years about the use of disproportionate force on the Black and Hispanic Americans, which they blamed on the arming of police with lethal weapons. It was the death of Michael Brown, an unarmed black teenager, who was shot and killed on Aug. 9, 2014, by Darren Wilson, a white police officer, in Ferguson, Montana, USA that galvanised the public to demand for demilitarization of police force. As a response to public anger against the killing of Michael Brown, President Obama set up a Task Force on 21st Century Policing. This task force, in its report put special emphasis on de-escalating situations, with civilians in training and policies, and reduced funding by the Department of Homeland Security for such weapons. However these recommendations failed to have much effect on solving the issues at hand.

The continued use of such lethal weapons casts the police force as a separate, powerful entity which is to be feared, instead of a friendly cop who is trying to provide security to a citizen in distress. Such equipment serves to distance the police from the people, giving them power, and if left unchecked, entitlement over the rest of the citizens. In many instances the presence of a weapon itself leads to more aggressive behaviour and there have been calls to make the police wear body cams to restrain them from acting with disproportionate lethal force.

The racial profiling and discriminatory actions against the black and other communities that was already practiced by the police forces was now being enforced by more lethal power in the force’s hands. A study by Olugbenga Ajilore shows that counties with more race segregation were more likely to request additional weapons, and counties with an African American/Asian American population are more likely to acquire military equipment. Another report of 2017 shows a direct correlation between the degree of police militarization and the killing of civilians in police action.

It can be reasonably said that the militarization, in some sense, inflated the already existing racial profiling based violent actions of police force.

Support us to bring the world closer

To keep our content accessible we don't charge anything from our readers and rely on donations to continue working. Your support is critical in keeping Global Views 360 independent and helps us to present a well-rounded world view on different international issues for you. Every contribution, however big or small, is valuable for us to keep on delivering in future as well.

Support Us

Share this article

Read More

February 4, 2021 5:07 PM

India’s New Education Policy (NEP) 2020: What it proposes for Schools

On 30th July 2020, the Indian government’s Ministry of Human Resource Development (MHRD) was renamed the Ministry of Education as it announced the new National Education Policy (NEP) 2020.

The National Education Policy is an in-depth framework outlining the future and development of education in India. It’s recommendations guide what the priorities and goals of educational institutions should be in the coming years. The first NEP was passed in 1968; while it gets revised occasionally, a new NEP has only been passed two times since then, in 1986 and now in 2020.

Prime Minister Narendra Modi’s and the government was hailed by RSS-affiliated educational organisations for the NEP as a step to connect the education with the roots of India. They reportedly had quite an influence during the drafting of NEP, even going as far as to say that “60-70 percent” of their demands have been met.

On the other hand, NEP received criticism from the opposition parties like Congress, the Communist Party of India (Marxist), and political figures in West Bengal and Tamil Nadu. The criticism was primarily for bypassing Parliamentary discussion, and its ill-fittedness in the context of the COVID-19 pandemic and the ever-growing digital divide left in its wake in the education sector.

The NEP’s ambitious claims and propositions are divided into two broad categories: school, and higher education.

NEP at School Level

At school level, perhaps the biggest change is the move away from the 10+2 structure to a 5+3+3+4 one, signifying four stages of school education across ages 3-8 years (Foundational), 8-11 years (Preparatory), 11-14 years (Middle) and 14-18 years (Secondary). This new structure claims to be based greatly on the cognitive development of children and prioritising areas of focus through these ages.

The new structure also talks about the Early Childhood Care and Education (ECCE), which aims to include pre-schools and aanganwadis (government sponsored rural child care centres in India) in an effort to impart play and activity focused learning, and train aanganwadi workers to achieve the same.

However, the treatment of the aanganwadi program is already under question from the governance and child right watchdogs and activists . This program is poorly funded and workers are poorly paid which makes the promise of training the workers for implementing the NEP goals seem quite wishful. This means rural students are likely to continue to be many steps behind urban students from the ECCE i.e ‘Foundational’ stage itself.

National Assessment Centre

NEP proposes the establishment of a National Assessment Centre, PARAKH, to set norms and guidelines for evaluations across all school boards. Report-cards are also to be redesigned and include self, teacher and peer assessment. However, the details of what will entail in these, especially peer assessment, are vague and do not take into cognizance the rampant prejudice and bullying experienced by students at the hands of peers as well as teachers on bases of weight, religion, gender, caste, class, sexuality and more. Such discriminatory practices will hurt the students from marginalised communities in both disguised and explicit ways.

The 3 Language Formula

A more controversial change comes with the 3-Language Policy, which essentially asks that “wherever possible,” the regional language or mother tongue of a student be adopted as the medium of instruction “until at least Class 5, but preferably till Class 8 and beyond.”

All schools will teach three languages, of which at least two must be native to India. The draft NEP, in fact, mandated that one of these languages be Hindi; after protests against this ‘Hindi imposition’ such as by the southern state of Tamil Nadu, this provision was removed and it has supposedly been left to the state, school and student to decide which languages would be taught.

The so-called flexibility of the policy comes at the cost of uniformity. Since the colonial era, English education has served as a means of upward social mobility for castes and tribes that had historically been denied education under Brahmanical hegemony, this progress is threatened by making English ‘optional’ in any form.

There are also unaddressed and obvious scenarios of parents who migrate or get transferred to different states, parents who speak another language at home than the regional language, and children who grow up in multilingual homes, all of which are commonplace across India. How likely is it that every student in a classroom speaks the same mother tongue or is from the same region?

Promotion of Sanskrit

The NEP desires that the rich ancient languages of India be brought back to the forefront and be given more focus as languages that can be taken up by students. In this regard it shines a spotlight on Sanskrit, a classical language rooted in Hinduism which was for centuries only accessible to Brahmins and some other upper castes. The pedestal upon which Sanskrit has been placed is being seen as discriminatory towards the large population of India who either do not have historic ties to Sanskrit or were denied access to it.

While the NEP does mention other languages that have had a strong foothold in India for a long time, such as Persian and Prakrit, it notably omits mention of Urdu and seems especially driven to ‘promote’ Sanskrit.

Vocational Education

The NEP points out that a very small portion of the Indian workforce in the age group 19-24 is exposed to vocational education, and therefore recommends that it be integrated in schools and higher education in a phased manner over the next 10 years.

A focus on vocational education starting from ages as young as 14 is also questionable, since non-formal education, often valued less than degrees, might hinder the education of poor children. This may contribute to deepening the class divide in India since receiving Undergraduate or Postgraduate degrees often guarantees poverty alleviation for such students.

Additionally, vocational education will likely form a vicious cycle with the entrenched caste system in India, reinforcing each other and the inequalities therin.

It has been repeatedly asserted by experts, citizens and politicians alike that the NEP caters more to the corporate interests over the needs of underprivileged students, and has brought much uncertainty around the question of language.

It becomes vague at key points, falling back on the argument that it is only a ‘guiding document,’ which only makes its stances seem weaker, in both theory and practice.

Whether the NEP as a whole manages to turn the tide of education in favour of those who need it the most, and is able to mobilise it as a tool for progress, presently seems more fantastical than plausible.

Read More