Century India Research Articles

Linkages between consanguinity, pregnancy outcomes and offspring mortality in twenty-first century India.

We hypothesized that consanguineous marriage will remain a risk factor for pregnancy outcome and offspring mortality, but the development in demographic, socioeconomic conditions and increased utilization of maternal and child health care services during postglobalization era would work as a buffer in the reduction of child mortality rates. Data fromNational Family Health Surveys 4(2015-2016) and 5(2019-2021) were pooled and used for the analysis. Binary logistic regression and Cox proportional hazard regression models were used to examine the effects of close (CC) and distant (DC) consanguinity on spontaneous abortion, stillbirth, neonatal mortality, post-neonatal, and child mortality respectively compared to non-consanguinity (NC). The final model showed that the risk of spontaneous abortion (both CC and DC, p < 0.001) and neonatal mortality (DC, p < 0.001) were significantly higher compared to NC. No significant association was found between consanguinity and child mortality. We conclude that the endogenous effect of consanguinity still pose a serious challenge to the survival of fetus and new born; but exogenous effect reduces the risk of child death. We propose to incorporate socially entrenched practice of consanguinity explicitly into Mosley and Chen's (1984) framework for the aid in understanding child survival in developing countries.

An Investigation into Educated Women's Perceptions of the family's Influence on Women's Education in 21st Century India. A Comparative study

The role of the family in society is evolving in the social environment, especially in the urbansector. A woman's ability to choose a job is being facilitated by education. The percentage of Indianwomen who attend school is now higher than the global average and rising. Family support and loftyemployment goals are to blame for this. Indian women have benefited from education to some extent,and many of them have earned higher degrees and are employed in a variety of fields. The researcher inthis work examined how educated women in 21st-century India perceived the impact of the family onwomen's education.

Internalized Misogyny: A Transnational Exploration of Select Literary Narratives

Patriarchy is a pervasive global phenomenon, that creates social, cultural and political disparities and perpetuates gender inequality, discrimination and bias. It is deeply embedded in various discourses of human civilization, operating through both identifiable and unidentifiable mechanisms. Internalized misogyny, many a time is a subtle apparatus that manifests and maintains patriarchy and gender inequality. Identifying internalized misogyny is a complex task owing to the fact that its practices are often legitimized and internalized by women, thus making it unrecognized. Periodically, when overt structures of patriarchal hegemonies are criticized, the covert means of hegemonic functioning, particularly internalized misogyny remains underrepresented and uncritiqued. Thus, addressing the problem of internalized misogyny is the need of the hour. This study adopts two literary narratives namely, The Bonesetter’s Daughter by Amy Tan and Idris: Keeper of the Light by Anita Nair for the ongoing discussion on internalized misogyny. The Bonesetter’s Daughter by Amy Tan inquire into multigenerational reverberations of internalized misogyny, through the traction of mothers and daughters impelling Chinese traditions and gender roles upon themselves and other women around them. Idris: Keeper of the Light by Anita Nair clasps the reader’s attention towards 17th Century India and how the female characters grapples with societal norms that incarcerate them into subservient roles. Hence, this proposed paper provides a comprehensive analysis of the select works to identify and examine the discourse of internalized misogyny, that perpetuates gender inequality. By scrutinizing both works, this paper divulges into the omnipresent nature of internalized misogyny irrespective of contrasting historical and cultural contexts.

Life Skills - The 21st Century Skills

“Skills have become the global currency of the 21st century, but this currency can depreciate if it isn’t used” said Andreas Schleicher, Deputy Director for Education at the OECD Forum (25 May 2012). Our educational system gives more importance to learning of 3 R’s- reading, writing and arithmetic. It is concentrated more on the cognitive dimension rather than on reflective and psychological dimensions. It is achievement oriented than child oriented. But today changes and challenges of fast-growing society demands more contextual approach in education to meet actual use in real life situations. In 21st century India there is raising problem of unemployment, inequality, violence and environmental destruction, etc., demands a new set of skills, and creative problem-solving potential. Life skills are group of psychological competencies and interpersonal skills that help people make informed decisions, communicate effectively and develop coping and self-management skills to lead a healthy and productive life. Life skill learning should be made integral part of the curriculum to promote the well-being of the youth

Progressivism, Modernity and Decadence: A Study of Select Works of Ahmed Ali

The modernity of the progressive writers has long borne the blame for being indebted to the Western trends of modernist thoughts. This article engages in challenging this notion by tracing the roots of Islamic modernity to the qasbati tradition of medieval eastern culture and its residual traces in 18th and 19th century India. The pre-Renaissance Muslim cultures in the Middle East and South Asia during the Caliphate rulers had a high intellectual heritage which propagated to India during the Mughals and concentrated within the qasbahs, thus resulting in the formation of a unique literary and cultural tradition. This dissertation shall argue with substantial historical evidence from Muslim literary history since the medieval era, that the modernity of the Progressive writers was not necessarily a Western import in colonial India rather it is rooted in a vibrant intellectual and cultural tradition propagated through generations in the qasbahs. In the process, it also aims to understand ‘modernity’ as a dynamic and allencompassing state of intellectual understanding. Taking up select works of Ahmed Ali, this article attempts to substantiate the claim that progressive modernity is unique and is characterised by an attitude of assertion (of their own social values), interrogation and selective participation (in the new system), as manifested in the life and culture of the qasbati tradition.

An Analytical Study of the National Education Policy 2020: Transformation, Issues, and Challenges

The National Education Policy 2020 (NEP2020) is embarked upon a vision of transforming the system to meet the needs of 21st century India. Education policies worldwide are increasingly being realigned to economic prosperity, vertical mobility, and social citizenship of the people. One of the fundamental principles of the NEP 2020 is “flexibility so that learners can choose their learning trajectories and programmes, and thereby choose their paths in life according to their talents and interests”. Here, the NEP 2020 shows us the way, as It recommends an interdisciplinary structure of programmes. Integrative thinking is the need of the hour and our education policymakers may very well start with themselves in this journey. There is an urgent need to re-examine our education policies at the regional level to provide an environment where individuals can utilize their education and training to gain employment, improve their living standards, and contribute to the social development of the area. The paper suggested some measures to preserve quality education and promote the transformation of educators towards the changing nature of work.

Growth of Public Health Care System in British India

The public healthcare system in India founded during colonial rule. At that time various researches and surveys were done, medical topography was prepared, legislations for public health were brought and various commissions were set up to monitor British troops by the colonial administration. Gradually this led to the foundation of public healthcare system in India. The period of 19th century and early 20th century India witnessed the development of new trends in medical systems and a transition from surveys to microscopic studies in medicine. The history of disease and their prevention in the colonial context traces back the epidemiology of infectious disease.

Writing About Writing: Reading Academia Anew

Since the inauguration of the first European universities in the medieval era, at Bologna in 1088 and Oxford in 1096, and before that, al-Qarawiyyin in 859 in Fez, Morocco, Nalanda University in 5th century India, and Taixue University in China in 156, universities have been places of publishing, writing, and disseminating scholarly ideas. Socrates, who himself wrote nothing, worried in 400 B.C.E. that writing would weaken the mind, promote forgetfulness (Ong, 2002), and allow for the pretention of knowledge rather than the real thing, “the appearance of wisdom, not true wisdom” (Plato, 370 B.C.E./1901,Phaedrus, section 275a).

A Deeper Look at the Origin and Evolution of the Social Work Profession

This article explores how social work has changed from its beginnings to the early 21st century in India, Europe, the United Kingdom and the United States. It emphasises the significance of understanding social work's past to consider the field's potential future. The researchers used a qualitative research method and gathered information from existing literature, knowledgeable persons, and field visits for observation and verification to validate the collected data. Almshouses, or choultries, in India, can trace their origins back to the time of Buddha. Records from the Chinese travellers Fa-Hien and Xuanzang reveal that similar hospitals/Buddha Vihars existed in India around 400 BC. From the 7th century AD, the temples served food to devotees through 'temple kitchens. These institutions paved the way for almshouses in China, the Middle East, Europe, and Britain, signifying that Social Work's groundwork in India predates the Charity Organisation Society and the Settlement House Movement. Available records also reveal how the British Poor Laws systematised welfare services and played an important role in turning them into rights for the poor. Although social work, both as a career and as a way of living, evolved in India, countless books on social work published over the decades did not explicitly mention it as such.

A Deeper Look at the Origin and Evolution of the Social Work Profession

The purpose of this article is to examine how social work has changed from its beginnings to the early 21st century in India, Europe, the United Kingdom and the United States. It emphasises the significance of understanding social work's past in order to consider the field's potential futures. Qualitative research methods were utilised, and information was gathered from existing literature, informants, and through field visits for observation and verification to validate the collected data. Almshouses, or choultries, in India, can trace their origins back to the time of Buddha. Records from the Chinese traveller Fa-Hien reveals similar hospitals in India around 400 BCE. From the 7th century AD, the temples served food to devotees through 'temple kitchens. These institutions paved the way for almshouses in China, the Middle East, Europe, and Britain, signifying that the groundwork for Social Work as a profession in India predates the Charity Organisation Society and the Settlement House Movement. Although Social Work, both as a career and as a way of living, evolved in India, they were not explicitly mentioned as such in the countless books on Social Work that have been published over the decades.

Impact of NEP-2020 on School, Higher &amp; Teacher Education level: A holistic approach

The National Education Policy (NEP-2020) is the first education policy of the 21st century in India. The first education policy for education has established in 1968 &amp; with the second one the National Education Policy was held in 1986. And third one the National Education Policy has been established in 2020. It is only the third education policy of India at post-independence period. The aim of NEP-2020 is universalization of education from pre-school to secondary level with 100% GER in school by 2030. Another its aim is holistic development of learners, reduction in curricular content and promote the essential learning etc. Besides, structure of school curriculum, higher education &amp; teacher education has been changed. This paper has been discussed of all educational level in India. I think that NEP-2020 will great impact on education system &amp; also will be developed human resource in our India. That’s why I hope that through reform of NEP-2020 quality of students &amp; teacher will be developed in school level, higher education level &amp; teacher education level and also beneficial impact overall educational stages in India.

Girls’ education in Colonial India: a critique on the trajectory of Savitribai Phule in the twenty-first century India

ABSTRACT Savitribai Phule, the first female school teacher in India, with the support of her husband and mentor, Jyotirao Phule pioneered a pivotal role in educating Indian girls in the nineteen-century Colonial India. Her philosophical underpinnings and activism for the education of the girls and the oppressed classes in India are still relevant and inspiring even today. This article primarily intends to reassess the trajectory of her philosophy, policy reforms and pedagogical practices towards girls’ education in the nineteen-century Colonial India even when the demand for compulsory primary education was not raised in India, in the light of twenty-first century India. Before delving into the whole spectrum of her trajectory, it retraces the British Colonial policies pertaining to the provision of girls’ compulsory schooling in Colonial India against which the missionaries, British philanthropic and Savitribai together with other Indian reformers made a series of efforts towards girls’ education in Colonial India.

From Buddha to Bose: exploring 19th-20th century India- Japan relations

From Buddha to Bose: exploring 19th-20th century India- Japan relations

Christian-Muslim Relations in the Second Half of 19th Century India in View of Syed Nāṣir-ul-Dīn Muḥammad Abūlmanṣūr Dehlvī (d. 1903)

The current study examined the nature of Christian-Muslim relationships in 19th-century India. It is argued that their relationships were largely shaped in the context of the polemical debates that were developed to defend the teachings and tenets of their respective religions. Syed Nāṣir-ul-Dīn Muḥammad Abūlmanṣūr Dehlvī (d. 1903) was a polemical Muslim writer who wrote approximately 25 books in the refutation of Christianity. He also defended the religion of Islam; however, his work remains in oblivion. The primary objective of the current research was to analyse Dehlvī's major works dedicated to refute Christianity and to assess their significance. This research holds importance under two key reasons. Firstly, it sheds light on the nature of Christian-Muslim relationships during the 19th century and secondly, it highlights the significance of Muslim writings about other religions, particularly Christianity, in the modern world. The research concluded that while the polemical technique, due to its confrontational aspect, may no longer be the primary method of religious studies. The texts, however, generated through this approach can still be significant resources for students and academics since they offer opportunities for critical thinking, historical investigation, and a better understanding of intricate relationships that exist between religious traditions. Therefore, polemical writings play a significant role in advancing the academic knowledge in the field of religious studies.

INNOVATIONS AND NEW REFORMS IN TEACHER EDUCATION: ADAPTING TO VISION OF NATIONAL EDUCATION POLICY (NEP) 2020

National education policy 2020 is the first education policy of 21st century in India, that is Bharat, which contains comprehensive framework for many changes in the field of teacher education. It explores the evolving landscape of teacher training and development, emphasizing the need for innovative approaches to better prepare educators for the challenges of the 21st century. Teacher education is vital in creating a pool of schoolteachers that will shape the next generation (National Education Policy, 2020). Placing the teacher at the heart of fundamental educational reforms is imperative. Innovations in teacher education are not just about adjusting to policy changes; they're about equipping educators with the tools, knowledge, and mindset needed to shape the future of education in India. The aims of which is comprehensively improve the Indian teacher education system and to prepare a better and dedicated professionals in the field. The vision of new education policy 2020 is to convert the existing teacher education institution into multidisciplinary institutions by 2030. So that trainee teachers can get high quality material, pedagogy, training and research experience. In the new education policy, special focus has been given towards teacher education field and their education. The present paper delves into the dynamic evolution of teacher training and development, highlighting the pressing demand for innovative approaches in preparing educators to address the unique challenges of the 21st century. Overall this paper outlines that possibilities of changes, innovations and new reforms in the field of teacher education in the near future, as per the national education policy 2020.

Banaras and Resurrection, 1781 and 1799

The political scenario of the eighteenth century in India is well known for its transitional character. The triumph of the East India Company at Plassey had an unexpected impact on the structure of Indian politics. Those who looked for opportunities in the Company rule very soon realised what the loss of power to the British meant. This article studies the factors behind the revolts in Banaras Raj against the Company in 1781 and then in 1799.

The Camera and the Cattle: Bovine Photography and Technologies of "Improvement" in Colonial South India.

Photography, also an innovative technology at the time, engaged with two interconnected bovine technologies in late nineteenth and early twentieth century India: cattle as the animal power behind other agrarian technologies and cattle breeding. The Ongole cattle of Nellore district in south India, ancestors of the internationally renowned zebu cattle, were famed for their beauty, their strength as haulage and tillage animals, and their milk yields. Along with other Indian breeds, they were systematically photographed, beginning with the 1865 Addanki cattle show. This article examines the role of bovine photography as an agent of technological change in relation to the transition from a local cattle-raising culture through provincial "improvement" schemes to a pantropical market for Ongoles. It reflects on the racial discourse of animal breeds and its intersection with colonial-era ideas of bovine "degeneration" and "improvement," while highlighting the importance of cattle fairs and experimental farms.

On the Ownership of the Means of Training: Domination, Asceticism, and Capacities of Resistance

Abstract: This article argues that asceticism—understood in the etymological sense of “training”—can productively be incorporated into analyses of politics. It is of particular use in thinking through questions of inequality and domination. I first theorize askesis as dynamogenic , that is, productive of (political and ethical) capacities. Using case studies of Ancient Athens and twentieth century India, I then analyze askesis as a tool for producing and resisting domination, and suggest the political importance of taking control of “the means of training.” I conclude with reflections on the significance of this framework for understanding neoliberal ethics and rising fascist tendencies.

The Masculinist Construction of the National Woman and Her Gendered Practice of Love in the Colonial Bengali Fairy Tale Tradition

This article will concentrate on the discourses that circulated around the literary genre of the Bengali fairy tale as it developed in the late nineteenth and early twentieth century India, especially regarding its ownership and genesis, and the interaction of this with the political/social debates/discourses surrounding the position and role of women. The discourses generated through the various prefaces and commentaries that accompanied the story collections, constructed a certain idea of the national woman as the bearer of tradition. They posit a theory of the sustenance of indigenous cultural traditions (which included story telling traditions) in her tremendous capacity for all-consuming love. At the same time, the story texts presented and focused on self-sacrificing heroines who fit into the model of indigenous womanhood that was being constructed during this period. This article will argue that these discourses were built on a series of erasures of women’s voices, life stages and emotional spectrums but were serving the purpose of proving the superiority of indigenous traditions over that of the British imperialists. This project of defending Indian tradition, a central aspect of the cultural resistance to British imperialism, was a masculinist project. It reduced women to being mere sites and objects of knowledge.

E-Migrate: Emigration in the 21st- Century India Governance

e-Migrate: Emigration in the 21st- Century India Governance