Sunday, July 26, 2020

Suppressing the Minority Voting: An effective discrimination tactic of the US Conservatives

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Nikhita Gautam

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Suppressing the Minority Voting: An effective discrimination tactic of the US Conservatives

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Global Views 360

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July 26, 2020

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Protester at George Floyd protest in USA

Protester at  George Floyd protest in USA | Source: Clay Banks via Unsplash

The recent protests over George Floyd’s death and reactions of the conservatives against the protest laid bare the systemic injustice and oppression faced by the people of color in the USA.

The other, albeit invisible form of discrimination perpetuated by the conservative political establishment in the USA is “Minority Voter Suppression”.

Though it may seem improbable that long after the Jim Crow laws are junked and Civil Right Laws are in place, the effort to disenfranchise the Black people is still going on.

The major piece of legislation which protected minorities from electoral exploitation was the Voter Registration Act which underpins the basic ideal of a universal adult franchise by specifically addressing and combating voting discrimination.

To ensure the representation to minority communities, this act mandated that “At-Large Elections”, where the whole of the jurisdiction elects all of the city council, were replaced by the single member districts in which each community selects a person to represent them in the city council.

It was also prohibited to draw the voting district in such a way that  minorities could be clubbed in only a few of the districts. It was also made mandatory for those states which have a history of discrimination to get pre-clearance from the justice department before changing their voting laws.

This law, however, lost its power in a process which began in 1980. In 1980 the Supreme Court ruled that at-large elections were not unconstitutional, on their own. In 1995, the Court began restricting the construction of majority minority districts on grounds that it segregates people on the basis of race.

In 2008, the court ruled that a photo voter ID law in Indiana was constitutional and was in state interest to protect against voter fraud (research shows that photo voter IDs provide disincentive to vote for people of color). The voter ID law requires the voters to have a government-issued photo ID to cast a ballot.

In 2013, the Supreme Court scrapped the part of the law which stated that some states (which had an alleged history of discrimination) needed federal preclearance in any changes of their voting laws, meaning that the state laws would need approval from the federal government before being put into practice. This was done so citing that the methods which determined discriminatory states were invalid.

All of these slowly chipped away at the laws, and especially the 2013 Shelby County vs Holder case which led to a host of issues whVoter Suppression is Still One of the Greatest Obstacles to a More Just Americaich directly/indirectly keep a significant proportion of minorities from voting. Few of such actions are closure or relocation of precincts in majority black areas, purge of minority voters from the voter lists, and elimination of Sunday early voting days which are preferred by black voters.

There have been attempts to restrict registration drives in Tennessee on the basis that many of the forms were incomplete.

There have also been laws enacted which needed people to participate regularly in elections to keep their voting rights and reply to a letter sent to their residence, which makes it difficult for Black and Hispanics due to obscure areas and the fact that they’re half as likely than other people to get a day off work to vote.

The governor of Georgia, Brian Kemp, has been accused of using intimidation tactics to scare minority communities.

In Texas, the acting secretary of state said that he had a list of 95,000 non-citizens who were registered for voting in the state, and 58,000 of them had already cast a vote. That claim was proven untrue when it was noted that there were tens of thousands of people who were naturalized citizens.

In many states, felons are not allowed to vote even after they have served their sentence, and in Florida felons are allowed to vote only if they have paid an array of fees after serving their sentence, which sets an economic bar on their ability to vote.

This is evident that forces working against the equal rights for the minority communities are still working at full force to reverse the gains of civil right movements. The fight for the unhindered voting rights for the minority communities in the USA at the social, political, and judicial front will continue in the foreseeable future.

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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.

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