NCERT Textbook: On Equality | Polity and Constitution (Prelims) by IAS Masters - UPSC PDF Download

 Page 1


2
UNIT
ONE
Page 2


2
UNIT
ONE
3
Equality in Indian Democracy
Teacher?s note
This Unit introduces the learner to the
critical role of equality in democracy, with
specific reference to India. The Constitution
of India guarantees equality to all citizens.
Despite this, the daily lives of people in
India are far from equal. Earlier
discussions on equality in Civics textbooks
most often reiterated certain provisions of
the Constitution without adequately
considering the reality of these in people?s
lives. This Unit adopts a different approach.
It discusses the need for equality through
highlighting the inequalities that continue
to be practised and experienced by various
communities.
The government?s role in passing laws and
instituting policies is discussed to show that
commitment to the alleviation of existing
inequalities is a major part of the work that
governments undertake. The chapter also
briefly introduces an issue of inequality in
the United States of America to highlight
that this is a global phenomenon and a
feature of many democratic countries.
This chapter aims to help the learner
understand that equality and democracy
are dynamic and not static concepts. This
dynamism is reflected in the government?s
passing of new laws and programmes, and
in people?s movements around various
social and economic issues.
Local situations should be used as a
practical reference to make the discussion
on underlying concepts more relevant and
appropriate. A discussion on equality in the
classroom requires empathy as well as a
firm commitment on the teacher?s part to
ensuring that the dignity of all learners be
respected.
3
Page 3


2
UNIT
ONE
3
Equality in Indian Democracy
Teacher?s note
This Unit introduces the learner to the
critical role of equality in democracy, with
specific reference to India. The Constitution
of India guarantees equality to all citizens.
Despite this, the daily lives of people in
India are far from equal. Earlier
discussions on equality in Civics textbooks
most often reiterated certain provisions of
the Constitution without adequately
considering the reality of these in people?s
lives. This Unit adopts a different approach.
It discusses the need for equality through
highlighting the inequalities that continue
to be practised and experienced by various
communities.
The government?s role in passing laws and
instituting policies is discussed to show that
commitment to the alleviation of existing
inequalities is a major part of the work that
governments undertake. The chapter also
briefly introduces an issue of inequality in
the United States of America to highlight
that this is a global phenomenon and a
feature of many democratic countries.
This chapter aims to help the learner
understand that equality and democracy
are dynamic and not static concepts. This
dynamism is reflected in the government?s
passing of new laws and programmes, and
in people?s movements around various
social and economic issues.
Local situations should be used as a
practical reference to make the discussion
on underlying concepts more relevant and
appropriate. A discussion on equality in the
classroom requires empathy as well as a
firm commitment on the teacher?s part to
ensuring that the dignity of all learners be
respected.
3 4 Social and Political Life
CHAPTER
On Equality
Equality in Indian democracy
The Indian Constitution recognises every person as
equal. This means that every individual in the
country, including male and female persons from
all castes, religions, tribes, educational and economic
backgrounds are recognised as equal. This is not to
say that inequality ceases to exist. It doesn?t. But
atleast, in democratic India, the principle of the
equality of all persons is recognised. While earlier
no law existed to protect people from discrimination
and ill-treatment, now there are several that work to
see that people are treated with dignity and as equals.
This recognition of equality includes some of the
following provisions in the Constitution: first that
every person is equal before the law. What this means
is that every person, from the President of the country
to Kanta, a domestic worker, has to obey the same
laws. Second, no person can be discriminated against
on the basis of their religion, race, caste, place of
birth or whether they are female or male. Third, every
person has access to all public places including
playgrounds, hotels, shops and markets. All persons
can use publicly available wells, roads and bathing
ghats. Fourth, untouchability has been abolished.
Can you think of an incident in
your life in which your dignity was
violated? How did this make you
feel?
In the 1975 film, Deewar, a boy who
works as a shoeshine refuses to pick up a
coin thrown at him. He feels that there
is dignity in the work that he does and
insists that his fee be given respectfully.
Page 4


2
UNIT
ONE
3
Equality in Indian Democracy
Teacher?s note
This Unit introduces the learner to the
critical role of equality in democracy, with
specific reference to India. The Constitution
of India guarantees equality to all citizens.
Despite this, the daily lives of people in
India are far from equal. Earlier
discussions on equality in Civics textbooks
most often reiterated certain provisions of
the Constitution without adequately
considering the reality of these in people?s
lives. This Unit adopts a different approach.
It discusses the need for equality through
highlighting the inequalities that continue
to be practised and experienced by various
communities.
The government?s role in passing laws and
instituting policies is discussed to show that
commitment to the alleviation of existing
inequalities is a major part of the work that
governments undertake. The chapter also
briefly introduces an issue of inequality in
the United States of America to highlight
that this is a global phenomenon and a
feature of many democratic countries.
This chapter aims to help the learner
understand that equality and democracy
are dynamic and not static concepts. This
dynamism is reflected in the government?s
passing of new laws and programmes, and
in people?s movements around various
social and economic issues.
Local situations should be used as a
practical reference to make the discussion
on underlying concepts more relevant and
appropriate. A discussion on equality in the
classroom requires empathy as well as a
firm commitment on the teacher?s part to
ensuring that the dignity of all learners be
respected.
3 4 Social and Political Life
CHAPTER
On Equality
Equality in Indian democracy
The Indian Constitution recognises every person as
equal. This means that every individual in the
country, including male and female persons from
all castes, religions, tribes, educational and economic
backgrounds are recognised as equal. This is not to
say that inequality ceases to exist. It doesn?t. But
atleast, in democratic India, the principle of the
equality of all persons is recognised. While earlier
no law existed to protect people from discrimination
and ill-treatment, now there are several that work to
see that people are treated with dignity and as equals.
This recognition of equality includes some of the
following provisions in the Constitution: first that
every person is equal before the law. What this means
is that every person, from the President of the country
to Kanta, a domestic worker, has to obey the same
laws. Second, no person can be discriminated against
on the basis of their religion, race, caste, place of
birth or whether they are female or male. Third, every
person has access to all public places including
playgrounds, hotels, shops and markets. All persons
can use publicly available wells, roads and bathing
ghats. Fourth, untouchability has been abolished.
Can you think of an incident in
your life in which your dignity was
violated? How did this make you
feel?
In the 1975 film, Deewar, a boy who
works as a shoeshine refuses to pick up a
coin thrown at him. He feels that there
is dignity in the work that he does and
insists that his fee be given respectfully.
Page 5


2
UNIT
ONE
3
Equality in Indian Democracy
Teacher?s note
This Unit introduces the learner to the
critical role of equality in democracy, with
specific reference to India. The Constitution
of India guarantees equality to all citizens.
Despite this, the daily lives of people in
India are far from equal. Earlier
discussions on equality in Civics textbooks
most often reiterated certain provisions of
the Constitution without adequately
considering the reality of these in people?s
lives. This Unit adopts a different approach.
It discusses the need for equality through
highlighting the inequalities that continue
to be practised and experienced by various
communities.
The government?s role in passing laws and
instituting policies is discussed to show that
commitment to the alleviation of existing
inequalities is a major part of the work that
governments undertake. The chapter also
briefly introduces an issue of inequality in
the United States of America to highlight
that this is a global phenomenon and a
feature of many democratic countries.
This chapter aims to help the learner
understand that equality and democracy
are dynamic and not static concepts. This
dynamism is reflected in the government?s
passing of new laws and programmes, and
in people?s movements around various
social and economic issues.
Local situations should be used as a
practical reference to make the discussion
on underlying concepts more relevant and
appropriate. A discussion on equality in the
classroom requires empathy as well as a
firm commitment on the teacher?s part to
ensuring that the dignity of all learners be
respected.
3 4 Social and Political Life
CHAPTER
On Equality
Equality in Indian democracy
The Indian Constitution recognises every person as
equal. This means that every individual in the
country, including male and female persons from
all castes, religions, tribes, educational and economic
backgrounds are recognised as equal. This is not to
say that inequality ceases to exist. It doesn?t. But
atleast, in democratic India, the principle of the
equality of all persons is recognised. While earlier
no law existed to protect people from discrimination
and ill-treatment, now there are several that work to
see that people are treated with dignity and as equals.
This recognition of equality includes some of the
following provisions in the Constitution: first that
every person is equal before the law. What this means
is that every person, from the President of the country
to Kanta, a domestic worker, has to obey the same
laws. Second, no person can be discriminated against
on the basis of their religion, race, caste, place of
birth or whether they are female or male. Third, every
person has access to all public places including
playgrounds, hotels, shops and markets. All persons
can use publicly available wells, roads and bathing
ghats. Fourth, untouchability has been abolished.
Can you think of an incident in
your life in which your dignity was
violated? How did this make you
feel?
In the 1975 film, Deewar, a boy who
works as a shoeshine refuses to pick up a
coin thrown at him. He feels that there
is dignity in the work that he does and
insists that his fee be given respectfully.
6 Social and Political Life
children would often go home for lunch and then not
return to school but now with the midday meal being
provided in school, their attendance has improved.
Their mothers, who earlier had to interrupt their work
to feed their children at home during the day, now
no longer need to do so. This programme has also
helped reduce caste prejudices because  children of
all castes in the school eat this meal together, and in
quite a few places, D a l i t women have been employed
to cook the meal. The midday meal programme also
helps reduce the hunger of poor students who often
come to school and cannot concentrate because their
stomachs are empty.
While government programmes play an important
role in increasing equality of opportunity, there is much
that still needs to be done. While the midday meal
programme has helped increase the enrolment and
attendance of poor children in school, there continues
to be big differences in our country between schools
that the rich attend and those that the poor attend.
Even today there are several schools in the country in
which D a l i t children are discriminated against and
treated unequally. These children are forced into
unequal situations in which their dignity is not
respected. This is because people refuse to think of
them as equal even though the law requires it.
One of the main reasons for this is that attitudes
change very slowly. Even though persons are aware
that discrimination is against the law, they continue
to treat people unequally on the basis of their caste,
religion, disability, economic status and because they
are women. It is only when people begin to believe
that no one is inferior, and that every person deserves
to be treated with dignity, that present attitudes can
change. Establishing equality in a democratic society
is a continuous struggle and one in which individuals
as well as various communities in India contribute to
and you will read more about this in this book.
Issues of equality in other democracies
You are probably wondering whether India is the only
democratic country in which there is inequality and
Children being served their midday
meal at a government school in
Uttarakhand.
What is the midday meal
programme? Can you list three
benefits of the programme? How
do you think this programme
might help promote greater
equality?
Find out about one government
scheme in your area. What does
this scheme do? Whom is this
scheme set up to benefit?