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Yeah, hi. You are Yeah, good to see. Yeah, thank you very much. Yeah.

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Hi. Welcome to Al. Yeah. Yeah, yeah, this is So I'm going to share a station.

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Okay.

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Called caste social The Migration at higher education. So Dr. Nelima Rasmirakra and I both organization.

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First, let me thank to the people Aboriginal people here, they call Naom. The country apples now, so I acknowledge them.

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First of all here, Sh. Let me begin this session for today's presentations. We have 100 chickens here.

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So let me. Just introduce a brief. That how the cast and the social psyche surrounds The university sphere and how it affects the everyday lives of Scholars at university, especially those who are marginal sections.

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How the pest, the cast as a determinant factor to their life in academically and socially.

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So now I would like to.

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Let me talk now.

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Ask. The past presenter here, Ramadabi, so he can present her paper within 10 min, then we can get some time at the end for the discussion.

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Maybe 10 min. So thank you all. So Rama, can you just start your presentation? So, Dixon want to say something.

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Hey.

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Yeah, yeah, that, yeah. Thank you very much. Actually, what happened? So I'm not able to share my screen because some technical issue.

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So I have sent my presentation in PGF and form, to your email. So it is possible you can save from there.

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Are, otherwise I could.

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So if it is already, like you have send it within the deadline, they can display, otherwise you can present without PPT.

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Okay, then, then fine, then. All right. Thank you very much. Yeah.

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Thank you.

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Hello.

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Yeah, you can begin.

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Hi, it's good morning here. Okay, because it is 10 min so I'll try to reduce many things and I'll not speak of many things.

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But, the title of my presentation is negotiating cars in educational spaces, transfer dialogues and higher education in Delhi.

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And, this paper is based on my doctoral research, based on the field work of, which I conducted for my doctor.

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A daily neighborhood which is predominantly inhabited by, Dalit, Dallas.

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And, in this paper I try to look at, you who, manage to enter into these university spaces to access higher education and so in the settlement most of the you would pursue higher education through distance learning and, you would pursue higher education through distance learning and, or even they acquire education through distance learning and, or even

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they, would pursue higher education through distance learning and, or even they acquire diploma courses from IETI, where automated policies like, reservation is not actually payment.

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So, in this paper I just, maybe look at, 3 of, my participants and their experience in the, in the campus or at the university campuses.

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How do they feel conscious about their identity? How do they feel about, accessing, for native policy or reservation policy in gaining, entry into the, university spaces.

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So, one of the soap artists, very few students make it or very few students of very few use make it to the university.

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They have kind of advantage and expose it, to be in, in the university and to participate in its cultural and social life.

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However, when one looks at their experiences, their, integration into university life is not seamless.

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And they are conscious of their cast identity and one of the things for them the cast certificates.

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So, or, or the cast category becomes a burden. And in fact, it proves to be a contradictory, resource where while on the one hand it gives them access to the higher education at the same time it keeps them conscious of having accessing the higher education because of this renovation so I

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just share one instance as one of my participants she got admission into one of my participants. She got admission into one of the really good colleges of Deli University on being congratulated by me for getting admission into this.

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With university. She says so what? I got it because, because of reservation and because of quota.

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So point is here that D and the students constantly feel embarrassed and undermineded academic efforts and competencies for claiming reservation to gain university admission.

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And they also external life that success as an underserved benefit of affirmative action. And then the second, case I talk about one of my participants who completed his education in regular mode from Delhi University graduation and masters and for PhD he didn't, Jay knew.

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Oh.

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Okay.

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So after proving his main report and good merit through different stages of selection process where one has to write it through different stages of selection process where one has to write an exam or one has to, give in to different stages of selection process where one has to write through different stages of selection process where one has to write an exam or one has

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to, give in to view despite moving all these spaces after entering into these spaces. They realize, are these, supposedly secular spaces are hegemized rather by the, upper caste.

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And someone else. So, but this very participants, I call him, Arthur, he says while in the campus, while in the campus nobody, you know, people try to deploy cunning ways to identify your cast location and since he lives in the city.

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He says people try to identify your cast. If your name or your title does not give away your cast identity then there are other ways through which your identity is tried to be, identified.

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So one of the ways of where one lives in the city. So the settlement where he lives on the settlement when I carried out fieldwork 8 is largely known to be at that settlement or your sending or especially your scholarship since his his name is or his title is very cast neutral but since he he he gets this scholarship that

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tragic international fellowship which kind of becomes a proxy for his identity and he says, and this, since he has this he access this, fellowship.

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He says there is the administrative empathy when he goes to inquire about his scholarship to inquire about his, about about, his scholarship to inquire about, his scholarship to inquire about, his scholarship to inquire about his about his about the comments across progress on his thesis submissions so on so forth he says there's this

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apathy and in, in difference and that comes from their knowledge of knowing his class location. Further he says, after I met him, he had already completed his cast location.

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Further he says, when I met him, he had already completed. He already had obtained his doctoral, degree and he was looking for a job and I met him he had already completed he already had obtained his doctoral degree and he was looking for a job and he already had obtained his doctoral degree and he was looking

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for a job and he already had obtained his doctoral degree and he was looking for a job. A degree and he was looking for a job and he shares like for one whole year, one whole year, one whole year, one whole year, one whole year, one whole year, one whole

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year, one whole year, one whole year, one whole year he had to experience and encounter several moments where his academic achievements were dwarfed by his cast identity and he says like he appeared for 2 to 3 So, and, so, there's this cast identification

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through intact means like enquiring about residential location, family background or surname is not an uncommon practice in private sector hiring to eliminate unsuitable candidates as students.

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Those studies have shown. So affirmative action of reservation mandates representation of reservation mandates, representation of disadvantaged groups in the public sector.

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Reservation which seeks proportional representation of disadvantage, So as. As experience of this very participant shows.

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That cast prejudice reappear when affirmative policies are inapplicable and in the absence of affirmative action rather than the objective criteria, cast prejudice becomes the basis of eliminating unsuitable candidates affecting the marginalized groups adversely.

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And lastly I speak of one of the participants who was rather in forcing it higher education from one of the private universities.

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So daily as we know that Delhi and NCR, the region has seen a proliferation of, several private educational institutions and in these institutions where affirmative policies are not added or rather you know one should have this capacity to pay these in these institutions where affirmative policies are not added or rather, you know, one should have this capacity to pay these exorbitant fee.

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So the participant does come from a dialect background, but he, but he's a, comes from a fluid family who can manage or which can manage to send him to a good private education institution.

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So he tells in the education, in this college, he even he went, eventually, a friend in love with one of his senior who is from, Brahmin or Uppercast.

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Woman comes from a illustrious family of lawyers and he said that he never shared his cast location or where he lives in the city because he says that I thought that does not matter in love.

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But the point is, he himself shared at the same time and I find it quite tactical not sharing.

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His cast identity with his, girlfriend because he says Why in the college nobody asked about your cast but casual clusters remarks are at that casually slous are passed on even among his friends.

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So for that matter he'd never created any Facebook page because he he feel that if he can use a Facebook page maybe friends and people will get to know his cast.

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I identity. So I have.

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May I invite you? You have 5 min to conclude here. Yeah.

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Yes, yes, I've about to benefit. Yeah, so, okay. That may appear unimportant in relationship but certainly determines the fate and future.

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Facilitates falling in love without fretting over the identities at the same time away from the familiar environment of the neighborhood.

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Educational institutions offer the possibility of possibility to replace that ascriptive identity and project aspire secular identity to blend in the yet unknown spaces.

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So unfamiliarity with task class background does not inhibit romantic engagement, yet it does not imply absolute in So on learning the emails class, the relationships of individuals with a nonetheless Poison don't fragile and subsequently seaweed by their partners.

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So lastly, conclude that, such implicable environments make it difficult for the little students.

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To share company spaces and youthful relations with those who are dismissive. The persistent hostility drive them out from participating and engaging with the Shushu culture diversity of campus life resulting in self segregation by choosing to live among themselves.

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And there are cohort ways in which, cast system operates on campus. And there are also homework attempts resulted in losing an important voice from the cloud.

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So despite the wholement of policies, to ensure representation of the larger students, the Indian university system seems to be voluntarily malfunctioning.

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Okay. I'll conclude here. Thank you.

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Thank you. Thank you.

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Thank you Roma. Wonderful and fascinating account of how the Lithuan negotiate in educational space.

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So thank you, be here so it'll be Like back to you for this. So let me invite.

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Diff chant to present his paper so first introduces yourself then you present. You will get 10 min presentations in 5 min.

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To conclude learning then 10 min of discussion. Thank you.

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Okay, thank you. Thank you very much. Thank you. Everyone.

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So I'm a deep chin, so I'm doing my PhD at a good university for Germany.

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And my topic for today's presentation is resistance against cast norms in higher education with perspective from below.

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So first I would like to introduce my topic. So as we know there have been various scholars who have been dealing with the cast question in higher education from the different perspective.

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So in India, so and this is follows have also, also highlighted how this is Christian institution or the reflection of us.

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Discrimination exclusion in humiliations. So as a Kumar 2,020 argue that while the liberal modern education system allow the Lith student into higher education but these students continue to face discrimination, humiliation and stigmatization between education institution because of their cast identities as the previous presenter also

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highlighted. So, Guru also, argue that pointed out that the traditional institution are based on ascribed by entities that, however, who listen.

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However, this is not to say that modern institution based on universal secular principle would be divided up. And the similar line, 10 to, 2,001, also argue that despite the modern and secular outlook of Indian culture, feudal cast elation and cast identities dominate the consciousness of Indian society whereby the

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seamlessly cast seamless emerge within the institution. So the cast is very much part of the institution who can deny it.

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So as these empirical entities like, so that the lower cast have been facing discrimination and humiliation in their everyday life at a various level in and outside of educational institution.

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So that's the Kumar, 2,016 question h become as NCL to ask whether it these Indian universities have became a democratic and inclusive in their thoughts and he argues that the educational institutions are not yet inclusive and hence not democratic.

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So in light of these argument and thing, one could argue that there is a strong relationship between caste and education in Indian context and access of education is mediated by most of the time I would say by cast.

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So given this background, so, how this actually lower caste students being organized themselves to counter these, disciplinary practices which is taking place in the university setting.

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So I have broadly one objective followed by 3 centralized courses. So the main objective is to unfold and analyze the cast dynamics in higher education in India's largest state up.

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So in higher education in India's largest state of Utah. So the my first central research person, what are the repertoire of resistance being employed by the marginalized.

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So the my first central research person, what are the repertoire of resistance being employed by the marginalized student to counter cost now in higher education?

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And the second question is what are the challenges these students face during the resistance? Against the cast bouncing educational setting.

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And the last question, how do educational institution actually act as a ideological state apprentices and favor a sentence dominant social group to maintain their ideological hegemon?

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For the data analysis, I used kinetic analysis to analyze my data. So as far as this theoretical, framework is concerned.

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So as my research is based, or is about resistance. So I, I'm, I draw this this theoretical framework by from John's score, theory of resistance and to other scholars to conceptualize how they actually the resistance is is is important for the lower-cost student to to challenge the lower-cost student to, to challenge the, the

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Brahminical, to challenge the, the Brahminical Hezbollah Princess, which is taking place in the university setting.

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So of course, we could discuss how it is it is, setting. So our post later we could, discuss how, it is, it is, it is, we could, discuss how, it is, it is, it is related to the education, how the education

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and so as we as we know, that in particular suggested this, I'll do the education easy one of the way to attend social justice and development.

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The cast, discrimination and its exclusively balances had become an obstacle for a lower cost. It's been to achieve that and they teach additional unemployment what is potential.

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So in given that so so I have divided my data into 2 part. So my first part is about the distance against cast forms.

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What are the mode, they have employed to challenge the cast practices in education institution and the second how the educational institution I have created at the university state apparatus that from the Alzheimer's I took from the idea from the Alpujs and tried to understand how as Althutas really mentioned, the

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ideology for him I do launch, to operate ideology. He need, you need to, to operate ideology. He need, you need a apparatus.

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So, you need, you need a apparatus. So educational institution could be one applied as.

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So, for, for the, for my first part of my data, which is about the distance I discussed now.

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So I have a interview with the student who have edited how the actually student union plays significant role, and, and to, to, to, in the, to, the, in the education institutions.

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So, and I could, when one respondent says we don't face much discrimination. So and I quote, when one respondent says we don't face much discrimination in the Wi-Fi with the examination in the Wi-Fi, one respondent says we don't face much discrimination in the Wi-Fi with examination in the universities as setting ever since

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we have our student organization who take care of all the CSD students and CBOs are identified and said our student organization is born because of we face discrimination on the campus.

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Otherwise there is no need to have any organization in the university setting. However, it is quite difficult to fight against them because most of the faculty and academic staff to belong to socially need dominant costs.

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So one could understand how somehow the student union play significant or to, which can put a baser on the administration and, so on and so forth.

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Oh.

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And the second, the mood, they have, June and they have been, employed like university SDS.

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So they could approach the SSDL. So they could approach the SDSDL. So they could approach the SSD, so they could approach the SSD same, which is of course, is, introduced by the GCC.

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And I think if I'm wrong, which is, introduced by the GC and I think if I'm wrong, if I'm correct in 1,987, to look after, the SC as students.

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So and the part which is quite interesting for me also that had a modus operandi Stacey are using it, that had a modus operandi, so that had a modus operandi Stacey are using is like social bite.

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So they were saying we have been very active on the social site. So they were saying we had been very active on the social site.

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So they were saying we have been very active on the software site and sometimes we use it as a social site to unravel the.

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So they were saying we have been very active on the sofa site and sometimes we use it as a social side to unravel the cast TLC, which provided, us with a democratic space where we could, we could unravel the cast TLC and through that we could put a pressure on the administration and, and the education,

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stuff. So, then one could I, one could say that the student from the Just what, you know, disadvantaged casting group are not only employing a different strategy and method to expose a cast based, but also trying to find new ways to tackle the cast question and it's a

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changing practices. So as in medical study by Qatar, 2,020 has pointed out that in Indian universities, Dalit a student assured their right and raised their voice against cast with discrimination and challenge and the dominant cast narrative.

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So there have been a study that it have been actually persistently. They have been, challenging the dominant.

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Undiscriminately in the education institution and the last the mode I would say is quite important.

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And the last, the mode I would say is quite important. Is cultural resistance. How would this actually do across the student have been challenging in the Brahminical Hezbollah, they, they, they, their own culture itself.

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As I could, one of our respondents says, I could, one of our respondents says, when will we celebrate birth and this is when we celebrate birth and death anniversary of our budget icon on the campus that upper castle student don't show their interest in participating in it and of our budget and icon and the campus that upper castle student don't show their interest in participating in it and most of the most of them come at the end of

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the program and the campus is that upper class student don't show their interest in participating in it and most of the most of them come at the end of the program, but we want to carry out project delicacy.

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I mean, so one could understand from this, from his view how the culture resistance is actually important for the delicate student to challenge and they do want to assimilate in the so-called the dominant, the culture at Hegemic culture, that they want to carry their own legacy in their own culture in

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the educational institution an institution. So this, as Guru, 2,013, I do that this following Gramsi, we can suggest that the past is not only a culture that religious constructive right of content, but it is social and culture audit which is also significant.

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A role for the So and the second part of my data is about the educational institution as the ideological state uplet is as I told you the, for the altruists to operate the ideology if you need, one need at apparatus.

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So yeah, I can see the, his education at Yukon Institutes and E, EEE, state apparatus.

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As Alzheimer's says, the state apparatus. As Alzheimer's says, the speed of education is considered at the most important technological state apparatus developed by the ruling classes to ensure that society confirm their idea and interest.

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I'm I mean it is quite relevant to the Indian society also how this the Brahmin Dapa cast people actually trying to hegemize this educational institution and and that education basically served their their own interest one could, could also, relate, this.

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And it's in in Indianapolis. And in Indian context, as with Oscar, 2,015 says it is not merely the estate but also the socially elite dominant caste class that is not merely the estate but also the socially elite dominant caste class that promote their ideology through the education institution.

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So, I mean, it is not merely the state, but also the socially elite dominant caste class that promote their ideology through the education institution.

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So, I mean, it is it is not only the education institute that the state also plays a significant role to maintain the dominant ideology.

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In and outside of that you guys. So, so here, so how does how the educational institution actually, plays significant role and how they wanted to maintain their hegemony, in the education institutions.

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So I have come a bit this idea from my data like the respondent says and the institute actually also ensues the memorandum against the student.

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Yeah, yeah, yeah.

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Depend. Are you able to tell me you have 5 min to conclude? Sorry to interrupt you.

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Yeah, it's okay. Yeah, I didn't at least give some of the things. Thank you very much.

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Yeah. So like one of Mrs. Pondent says like at the university also you see in my curriculum a business student.

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And like he's he edited we don't raise our voice against that discussion most of the time because sometimes administrations send their data to our home stating that you child is involved in illegal and indiscriminately activities.

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Moreover, sometimes we also get warning from the administration that those who are involved in a such a may be terminated or executed for a Mr. Andy and if you have higher may be filed against them.

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So this that is why we are in a constant fear and apprehensive one could understand how that in from the Alpujan perspective one could understand how the institute actually also and also repressed their decentralized during the refusal state apparatus for because for the altruism there's a 2 type of

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state, ideological, ideological apprentice and they state, so here actually the institution sometimes also using, the institution sometimes also using, repressive.

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So here actually, the institution sometimes also using, repressive state operators to maintain their, hegeomy.

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From the second, the second, the second day how they maintain the, they're, they're in, by the, by the, of course, the culture in Ramadi and they want to maintain by the discord they have this specific, they

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have, and they want to maintain by the dress code, they have a specified, they have HIM, and they want to maintain by the DESCO, they have a, they have, a, they have, mens and that, and let's say the Kuta Pasama would be the test code

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for their communication for the male student in the in the premises. So one could understand. How they want to maintain their, their, their, thing.

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So as he, one of my respondent, Kelley, a thing.

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So as he, one of my respondent, Kylie said, I wanted to be a student tied during my communication, but it was not possible because I was not allowed to do a student tied during my communication but it was not possible because I was not allowed to be a student tied during my communication, but it was not possible because I was not allowed to do.

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So I discuss with some of my classmates about how university which is named after Dr. VR Medical can impose a guardian dress code that is contradicted to a bad credit.

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You know, this one could understand the kind of consciousness these people have and try to challenge, the grammatical age money through the through actually you know their their own way and their own through their own way and their own through their own college so here because we don't have time so here because we don't have time so I would like to

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conclude here I argue that cars are not hidden from. I argue that cars are not hidden from the lower cost is not hidden from the lower cost and not hidden from the lower cost student and saved from the lower cost student and saved their subjective student and saved their subject experience of the university campus that actually enable and motivate them for assisting against the

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disconnects of the university campus that actually enable and motivate them for assisting against the discriminatory practices in the educational system.

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Why I'm saying because I have come across the very various scholars. I have so, had mentioned that the class is really soft work, very supersticky hidden and with very work as a very sophisticated way but no I don't think so.

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Oh.

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It, it is quite visible and at least from the lower cost point of view. And then, to predict the Hezbollah dominant caste and the lower cast must follow Gramsian understanding of your hegemony and education where he argued that he's, revolutionary,

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revolutionary struggle is ultimately a might of education. And I argue that tell it the student do not possibly accept their faith, but seek to organize and resist the assist against operative caste statute in academia and outside.

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So, to summarize, although the summer student are mobilizing to fight against such practices, wholesome reform and re-education in Gramsi incense are required to address the persistence I've cast in higher education.

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Thank you very much.

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Thank you Diplant. Very wonderful and strong account of caste resistance. In higher education.

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Let me invite Sara Satti Shuna to present her paper. So, CERCIFY will get 10 min for presentation.

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She's here in person and 5 min reminder and you'll get 10 min for discussion. So if you'll come here and we'll help you.

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Sorry, the next. Okay, thank you.

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So. Hi everyone. I am Sara Sotishna.

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School of Education and Social Work, University of Sydney and my topic is cast, capital, social society and accumulation.

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An examination of Doleid women's experiences in higher education. A hard educational institution in Eastern India.

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So I think, like, previous present or, almost talk about, and cover the context of the study.

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So I'll just highlight a little bit. So since I'm looking at the the little women education so I need to talk about a little bit.

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Like historically all the women in India, they they were prohibited from the education in formal education. And however, since like the 1,970 like after social moment or Duluth Panther moment and the constitutional reform.

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The little women were able to enter into higher education.

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So, so the importance of the importance of the with women engaging in education. So, historically, like other little women were not allowed through any form of education in India.

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However, too often and education there are still many barriers. The first is like the economic and the lip people are like placed in the lower occupation and have a little capacity to upload her education and the little women struggle and had to enter higher education to secure their space but fight to survive like the fight to survive in higher education.

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The previous literature also outlined how cast work at the university level and how the upper caste treated the lead and the Lith are treated in a derogatory manner and stigmatized by the forecast.

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The quoted by the like Obichengen, 2,014 and Sangoli 2,017.

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The few research have explored the Lithuanian education struggle and experience but hardly examined the resistance and how they negotiate in higher education.

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Pike and also like argue that higher education still the domain of the faculty and the student belonging to the podcast which establishes social and the cultural political and the economical capital for the Indian future.

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So in the theoretical framework for the study is the lip feminist story informed the theoretical framework.

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Like the literalism is an exception to Indian context when we talk about the past. And also employing ambitious theory, a concept like the cast is a notion of mind and it comprehends the significance of caste for the psychological process and how this opocas social psyche imprints higher education.

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So, habitual writing and the speeches are the great source of the theoretical framework for this paper and Bitcoin uses the term the notion of mind closed door policy and graded inequality in his work which explain how cost structure marginalized the less student in higher educational university.

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The resource design, like The paper probably around the voice of the Dali the women's attending the university in Odyssey.

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In India. So it's report opened the ethnographical study as a part of PhD thesis analyzing 11 in-depth interviews.

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And 3 of Focus Group with the 15 other lead women student. As an insider, the researcher's positioning will underscore the nuance of the delete the lead women student experiences in regional university of Odyssey.

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So I have used the NBO to coding the data and also for the theoretical framework. So, so my men finding, like the, my men findings are like the reservation based discrimination and how these discrimination lead to trauma and the reservation based discrimination and how these discrimination lead to trauma and like the reservation based discrimination and

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how this discrimination lead to trauma and like the limited friendship in or like the higher education how cast shape their friendship and also academic untouchability and taunting and the teasing.

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So I'm going to go to some of the like the transcript here. So one participant reported like the one teacher said oh you study also according to him we do not study might might he like things like it is because of our families or backgrounds.

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Even some teachers do not try to understand why we cannot answer the reason behind these. What was the schooling system at all?

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And like another student also like the participant also stated like during my graduation I had many upper class friend who did not practice on Tchability but activity size very much to the reservation so I recently told one friend I got the admission to NTU and other friends also came to know about you and other friends also came to know about my admission.

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So one asks like questions and I about my admission. So one asks like about my admission. So one asks like questions and I could not sleep all night.

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So one asks like questions and I could not sleep all night. So, C said like a, questions and I could not sleep all night.

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So, she said, like, a robot, they got the admission admission. So our focused people mindset, sorry, up like Raboti got the admission due to the reservation.

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So, upper caste people's mindset is why like we study or not we will get the admission they think like this Also, PS, like, the while, while, wasing my different box with my friend simultaneously one he just said are you cleaning well I felt happy and I

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was excited to wash it again and he told me last that your work is to wash clean dishes. I felt very sad at that time.

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So, the Avost, like ever like the transcript also emphasized that the Duli student do not study and indicating that the remark or you study also.

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So instead, this is like very much in insulting and demeaning someone like identity. The teachers stated that neither their lack of intelligence or their poor academic performance was to blame.

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So the quotes or like the soft and I like example was to blame. So the courts or like the sort of like the soft and I like the soft and I like example how Castigm is institutionalized in this setting.

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The worst affected student is institutionalized in this setting. The worst affected student are those with no resources and those who are institutionalized in this setting.

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The worst affected student. The worst affected student are those with no resources and those who are institutionalized in this setting.

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The worst affected student are those with no resources and those who are institutionalized disarventies more than a student may be wealthy or improvised but if they quota student they are institutionalized disadvantages and the view as a less inclusions than the other student.

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So, Like how, like, like, save their identity in higher education. So like here, cast work in 2 different ways.

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So like here, cast work in 2 different ways. So my point is that due to higher education. So, like here, cast work in 2 different ways.

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So my point is that due to the forecast anxiety, participant experiences trauma as one participant said that she could not sleep to halt that S got that mission because of the reservation.

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So one more participant also stated that S. Cry a lot because it felt it didn't belong to the university.

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We belong to the university. So caste is very much are destructive for those of the living student in higher education.

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So Ambitur said in his work an annihilation of gas like the name Brahin, Kitrea and version and the pseudo are names that are associated with the definite and the fixed notion of the mind of every Hindu.

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The notion is that the hierarchy based on board. So, a podcast define their Define their like the education status and the value so in this context the lith with the particular untouchable according to the hierarchy according to the like according to the hierarchy based on bus.

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So the lithe do not have values prettier press TC. So everywhere they face a discrimination.

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So our social identity formation is not. So our social identity formation is not the normative developmental process and it's not the normative developmental process and it involves the explorative developmental process and it involves the exploration of individual caste and it involves the exploration of individual cast or ethnic background forming commitment about one social

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group. So, like the board, do you introduce the notion of the like, notion of the capital, define as a shrum of the particular as such boot to and the productive use for both you such as that could take various form of habitual referring to several principal form of capital such as like economic symbolic cultural and the social.

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So, what you stated like so it is has to be like I am a little bit you know try to be VCI because I don't have much time and were they also stated like the economic capital is the root root capital.

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The economic capital is the root of all other type of capitals the roots of all other type of capital is the root of all other type of capital the chapter like that's the page number 24 in the root of all other type of capitals the chapter like the page number 24 in like the form of capital.

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And Sukumar in in his book, Cass Discrimination and Exclusion Indian University, I argued that in a cast-based society social social-cultural capital atent significance when one considered that student are slotted into weak and good.

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Are good. Based on both normative and the normalizing judgment of the institution or through the values judgment of the Oppocast teacher student.

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However, both depend on the social and the cultural capital source sourced largely from the individuals social locations there thereby affecting their performance ability to interact with the peer peer groups and the institution in general.

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So like the coding further like the burdens, the statement like the economic capital is the root of all the other type of capital.

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So again quoting Sukumar both depend on the social and the cultural capital is a source largely from the individual social location.

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Social location. So my point is you're like that OPoca students carry their status in simply there are a to higher education we can say they are notion of mind and their privilege, the mindset of being a superior.

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And the overall analysis also exposed the forecast carries their cast and social capital such as the cast privileged power and cast filling to academic and experiences exercise it on a marginalized section of people.

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The finding suggests that the university were not simply liberating but came out as a cast cooling and purpose jetted all cast function.

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So, Castro based educational segregation are still like a cast-based exclusion and disability in Indian university that have a highly negative impact on us specifically Dolit student and the lithe women student.

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These individuals reveal more than simply the existence of cast division. So data also revealed that these differences are conceptualized, perceived and subjectively experienced while purposely are making this or making the structural nature of the problem.

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The cassis, Ito is a more corbuses in college an educational institution where one university served the Andrea community the student body is more segregated.

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The finding also saw that it's a systematically set of the privilege one of the past and the humiliation of the other.

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So looking at the structure of our society, we see the replete are repeatedly which get means when we when we talk nothing about cast.

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So just in terms of social justice all the welfare. So it's profoundly structured our economic political science and the educational system.

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So this is a cast history this is not economic and economic so this is not a political science this this is carry over from the cast out of the this is carry over from out of the century and this caste shaped the whole structure of a society even educational system.

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So my point is that the design of our political economics and the educational system is to deeply braminize.

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So, often even, even we, we don't know it except it or like or it as an article of the faith there is a profoundly growing anxiety in a higher educational system like Yeah, against the Lid student.

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And it's happened on consistently level and unconsciously levels and it's accelerating and increasing.

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So most stoppage teacher and the student think like that the student are getting admission and we and like so when talking about this kind of statement like we use the structure to marginalize people so it's not a personal or individual behavior but is a structure is a doing it.

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At the university become as the university becomes more diverse, more dullly student enrolled and upper caste anxiety increase.

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So, upper caste hold the castle through the social privilege education monopoly and the all benefited like the power and the wealth from the being an opocus.

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So due to the social site on the site and psychology of the forecast mindset it is hazardous to negotiate university space for the Delhi student because because any visibility of the Lith is the proceeds as unwelcome discrimination and the humiliation in caste capital university.

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Do we have time? Okay. So when we talk about the delivery women education we need to understand how education is linked to liberation and how cast gender are interconnected in the Indian social context.

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So when we go to the school, we call it the schooling and when we see the journey from the schooling to high education.

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The students have been told that we all all are equal irrespective of the students have been told that we all are equal irrespective of the that we all are equal irrespective of the gender caste and the race.

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And when we go back or return from the school to schools or university, society and community tell us that we are different cast or different people.

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So this means we are living in a parallel, your schooling and the university and parallel schooling also reflect in the higher education and higher education and the liberation and social structure contradict each other.

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Thank you very much.

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How do I exist?

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Thank you, Sharpie.

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Sure, this is 3. Wonderful and strong account of self experiences of the Lithuan.

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So We'll back to you in the question answer session. So let me invite now.

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Okay, he is not here so we'll go to baggage kumar.

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Same here. Hello. Hello and.

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Yeah, yeah, yeah, you can begin your presentation. You'll get 10 min for presentation, 5 min reminder.

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Right, right.

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10 min for. Discussion later. Thank you.

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So, is my screen is visible?

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Yeah, yeah, your screen is vegetable, yeah.

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So, yes. So before I, start, presenting my study, I would like to thank, the ISA.

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For this wonderful opportunity and I also would like to thank Passa for the grant they gave me but unfortunately the due to the visa refusal I could not be there to present my paper in person but thank thank I tan pasta for the registration grant and all the help and support they

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provided me and during the distance time. So and I also want to thank the chair. Dr.

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Boy and Dr. L for this wonderful opportunity and now I'll begin my presentation. So before that I would like to I'll begin, my, presentation. So before that, I would like to, introduce myself.

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I am Dr. Bagish Kumar and I have recently completed my PhD in education policy from the National Institute of Education Planning and Administration, Nepal, New Delhi, India.

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And the topic of my. presentation today is understanding humiliation in Indian higher education.

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And a perspective from Dalit and R U.S.A. students. So the Dulates, the Dolate as my previous speaker.

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Explained a brief history about that. It's an emancipatory term for the, x untouchables and the adiabasi is, and the term, that the, tribal people identify themselves, in Indian context.

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The topic is to understanding humiliation. So all the 3, presenters before me have, talked about the experiences what the Dali students faces.

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So, these experiences, constructs a different kind of psyche in, individual and these are not self you know assumed experiences these experiences are caused by another individual So when I say who humulates, it attempts to, deconstruct the dimension of power, hierarchy and politics.

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Of dominant social groups and this who. Controls the education system through their cultural hegemony and many times the dominant groups, cause suffering, restrict freedom and violent basic human rights of the suburban groups.

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So, apart from the maltreatment, misery recognition or non-dimensional recognition and historical injustices.

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The, the social structure in bed, in such an, way that, the Dali and, ADVARCES face social exclusion, historical marginalization.

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And to elaborate more the humiliation is not limited to the everyday exclusion of these identities and or everyday atrocities that they face but it goes beyond the physical manifestation of physical experiences it goes beyond the physical and it it goes to the the psyche and the it goes beyond and psyche and

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it goes to some philosophical and metaphysical question. So I will be explaining that in a few minutes.

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So before that, I would like to say that humiliation the 3D effect is basically is the, demeaning, disrespecting and damaging the self respect of individuals who are coming from the socially marginalized section and particularly from the Dalit and Adivasi

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communities. So Now the question that, arises that, what new makes humiliation endemic to everyday social life in different social context for this, Dalit and Nadivarai, individuals.

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So especially in the case of Indian higher education system, one must revisit the historical control over knowledge production.

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And, the Dulits and Adi were never, allowed to, you know, be part of the formal, or mainstream education system and they were not allowed to, even to hear the, education, the classes outside the school or in a Google system.

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So it is also in the scriptures of Indian. Only texts such as Monosmithi and other, religious texts that the education should not be given to the women, to the dulates and to the So it has been institutionalized, by the, by the

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dominant groups, the Brahminical culture in Indian context. Also, these historical injustices have, made the contemporary situation reflective in the sense that the Taliban are still lagging behind and from the other social groups in every aspect that is social political and economical and especially at

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the educational aspect. So their identity as an untouchable or being a primitive. was constructed in such a manner that they were not allowed to access the education itself.

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So these historical injustices has resulted in contemporary issues and at the same time if you want to verify the the issues in terms of grass and limit ratio that is, the data is, the data is, the data is, you know.

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published by the Government of India. It's, it's called all India Survey and Higher Education here is a report and it says that there is a gradual increase from the socially marginalized sections in higher education particularly.

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And in the last 2 decades, it has increased at a very, gradual, rate of positive, improvement.

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So now the, gradual, rate of positive, rate of positive, improvement.

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So now the, the schedule, improvement. So now the, the schedule cars that are the SCs are 14.5%.

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The SDs are 5.6%. The OBC is 50.5% the women 27% Muslim and other minorities are around 5 and 2%.

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So these are the GR ratio of those students who are accessing the higher education from the marginalized section.

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But on the other hand, If you see the representation from the teachers, the teachers from these, social imaginaries, communities, we found that there's a huge inequality in terms of rebels.

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So, this paper is basically, based on ethnographic study and, the study is still continuing.

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It's my long term project to understand and decode the ideas of humiliation and to understand and decode the ideas of humiliation and and decode the ideas of humiliation and, discrimination and exclusion and, discrimination and exclusion and 3 categories are different from each other.

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So, the data was collected, discrimination and exclusion and 3 categories are different from each other. So, the data was collected.

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It's still in the process. So, the data was collected from each other.

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So, the data was collected. It's, it's still in the process.

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So I started this study in 2,017 and I, it's still in the process.

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It's still in the process. So I started this study in 2,017 and I can't continue this study of before the pandemic started till 2,017 and I can continue this study up before the pandemic started till 2,019 December 2,019 from 2 central universities in India so I used observation

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that conducted with the participants of the study to understand what they feel when they say they were humiliated or they felt humiliated.

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So, To continue with, the discussion, So, the data that I have, collected.

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I have a made of a few of you know I have shrink it or I have you know filter it and I have made some put out some He terms that are very much, you know, in general are the, the students experience every delete and participants.

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experience these things and also the 3 presenters has more or less has reflected on these ideas. So again coming on to the who humulates so the I have like a categorized 3 categories like, as teachers and PS and administration.

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So when it comes to teachers, so it's basically the experiences the Dalitan Nadiwasi students face during the classroom interaction and that is I think the that is the most important part of higher education where the students from marginalized sections enter to, shape their aspiration and to, you know.

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make their career and, to, excel in their life. But when they are in the classroom, they ask some questions.

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So it's a very common narrative that I found that their questions are not being asked, answered or they are ignored and that I found that their questions are not being asked, answered or they are ignored and they are giving less marks in the examination or they are ignored and they are giving less marks in the examination or internal examination

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or in the examination or internal examination or an interview. And they are giving less marks in the examination or internal examination or an interview.

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And also this narrative continues when the teacher who is knowing that A student who is coming from Zoom category, they ask them that, Should there be a reservation because, you don't, belong, you don't seem to be a student.

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Belonging to a reserve category or if a student, has, does not have, that, good English or something, like they are lacking on the 30 class, but then the question they have made that how did you come to higher education when do you, just because of the

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reservation? So these, instances and these interactions create basically hurts the sentimental self-respect of the Dalitan Rd was students in general and oh sorry in particular and they fee alienated in the system.

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Also, the peer groups, when, they are very much into knowing their, PS cast.

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So everybody asked, everybody's cast and, in my case, every, participant of necessary said that they knew cast of each of their friend but not initially but the They, came to new about, everybody's cast in a later phases of their interaction.

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So when they know everybody's, you know, is knowing everybody's cast. So they they create another different you know smaller peer groups where they exclude the Dolitan Advanced because they don't think that they belong to the.

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Same class and cast so that's why they may create some kind of issues while a discussion, reservation or the, you know, sharing experience of going to good places or buying expensive things.

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Also, many at times it has been observed that I have also, seen this thing that the upper class students tried to dominate the dilute and adiabasi students physically also.

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So and many at times they also face the retaliation but most of the time now it has also become a non-in Indian higher education institution that Dalit and Advasi students are facing physical violence, from the upper cast.

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So now, the, it is also becoming an institutional challenge for the institutions, to, you know, take care of these issues.

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Also, the administration is the First point of contact in, when a student enters the higher education and they know every minute detail of the students.

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So, the in general, the delay of scholarship and a no resolution of complaint if the student is filing any complaint to the admin station regarding.

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Their humiliation or discrimination or they are facing any kind of atrocities or any fighters occurred.

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So the administration does not, pay any heat to their complaints. And there is a petty that my previous speakers also said about this.

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So these are the general, teams that are coming out of my research also. And that's why, It meets the humiliation in everyday equipment academics where, endemic too, their social experiences.

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So to conclude, my presentation, I, would like to summarize that there is a relationship between identity and humiliation and a student who is coming from socially disadvantage clue.

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And community. His and her identity is becomes a challenge for themselves to you know survive in the higher education because they do not have any support system do not have any institution mechanism to No, really, get out of this, humiliating experiences because they face it from the teachers, from the peers

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and the administration and that leads. To their one level situation alienation and also a duration in their mental health and at the end of the day as 2 of my participants you know are dropped out from the you know dropped out from the higher education citing the reason that they were not able to cope up with the situation where they

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were facing lots of issues due to the health mental health and their family issues and apart from that they were not finding any kind of support system in the education system.

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There was no peer group. Even the Dalitan ADI was used to have their own PL group, but all of most of them are coming from the similar, background that they, only can, listen, but they do not have the resolution for the issues, the everyday issues that are facing.

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So there are structural inequalities that are in form of you know The presentation is not the recognition. it's, creating, the humiliation kind of thing and the redistribution of the resources and particularly in higher education is such

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Beg, you have, 2 min to conclude, yeah.

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Yes, I thank you for reminding me and I have I'll conclude by saying that the issue of representation and recognition and distribution needs to be understood.

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Issue of representation and recognition and distribution needs to be understood, to, you know, overcome the issues of education policies, especially when Thank you.

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Yeah, thank you, Baggish. Very wonderful account of presentation here. So we narrated very well about the physical abuse.

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The margin of section students at high education space. So there are many scholars join now in this online.

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Dom, so. Let us start our discussion. So, I would like to invite the in person.

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Presenter Sarosati Shuna to the Dias and my quotes here and co-organizer Dr.

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Nilman and Lakra to come to die so we'll discuss from there. So thank you.

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Welcome all for the discussion and I'm also inviting questions from the audience. If they can ask.

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Thank you. Yeah, so we'll not be seen being dice, so but we will connect through.

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Our audio discussion.

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Hello? Am I audible?

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Yeah.

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Yes, you are.

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Yeah. So from the IBMs do you have any question like if you can ask? To any of our freedoms.

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Yeah.

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That thank you.

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Okay.

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Okay, thank you so much for these wonderful and very important presentations. I would like to ask how does the, under the upper caste academics rationalize or justify these kind of explanations or what what is going on in there.

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They had to discriminate against that scholars like this.

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First question. So this is the list of the presenters so you can ask. Okay, thank you.

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Yes, good afternoon. Yeah, good afternoon in Australia. Yeah, so good afternoon everyone. Yeah, good afternoon in Australia. So good afternoon everyone.

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There was a question on how this is an institutional barrier or how as an academic we see all of these issues in an academic forum.

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So any one of our presenters online or on the board can take up this question or we can just have 2 min each for each one of the presenters also.

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That would also give us some light to take the discussions forward. Yeah, thank you.

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Deep chance if you can begin.

346
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Okay, thank you. Thank you very much. If I understood correctly the question. So I think, so I still remember when I was presenting, my paper, during, I think last to last year.

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So in one discussion. So I think it's a very interesting question. So I made a argument on that like the upper caste like Dumo says that they are numerically less but virtually they are dominating.

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So, so they are in numerically lists, but they are dominating our course as every most of them have pointed out.

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So these upper costs in Indian context, they resilize, you know, these disconnections and the visits have made it.

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Energy derivation. So and in the class sovereignty these 3 things I would say they used to rationalize or you were not to militarious and sometimes these people that students are being labeled as a Jakota student and all.

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So for them, but ever since the Government of India announced that EWS quota so one could say but I argue like the now the lower caste students have one would say like legitimacy to moral legitimacy to counter them because you are also the part of the same system.

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But how much it will work that is need to be. seen in, in academia, but, but so far these are the er, the way they are rationalize, you know, this discrimination cast, and, the way they are rationalize, you know, this discrimination cast, married and, education institution.

353
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Thank you.

354
01:05:02.000 --> 01:05:06.000
Perfect. Thank you. So Ramadi, do you have a response to this?

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He is. Hi, Elima. Yeah, I would like to build on what the Chen has already said.

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But what I would say is it is also cast mind of upper caste. And and their relation with the kind of resources they had access to and the kind of occupations they were assigned to do.

357
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So like Brahms have been doing all the knowledge production code and code or Sharers were doing all the fighting or whatever.

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Quote and, and Dallas were assigned to do this demeaning job and this position and this allocation or assignment of the meaning job was based on that you are good for nothing and you you are supposed to do only this thing.

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So with the modern, with the constitution and with the modern modernization of in some ways of in Indian context.

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Because do we feel it at it doesn't threat when they see dialets competing with them and they are not willing to see that power to, that it's because for long they have, attributing them and, exploiting them and committing violence against them, which are still continues.

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Hmm.

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No. And the second thing, there is also in Indian context at the stage party has said about a per class is costlessness.

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It is costless mine where apocalypse believe they are castless. They do not have to resort to identity but when the lets are doing something you bring in this portion of merit and efficiency and deep transition.

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Where it is like a minute is something naturalized. So upper caste are bored with that merit is something naturalized so upper caste are bored with that merit and something naturalized.

365
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So upper caste are bored with that merit and, that it's a normal and as if merit is not a social concept.

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So I think, Thank you.

367
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Okay, thank you. Thank you so much. Yeah.

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Yeah.

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Yes. I think that it's a very interesting question to, understand the perspective that what the operator thinks while he is operating.

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And, I think that, this question must be asked to the, and the discriminator who is discriminating against the Dalets and Nadi.

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But again, as a researcher, I would definitely like to engage in this conversation because, but again, as a researcher, I would definitely like to engage in this conversation because, I have a researcher, I would definitely like to engage in this conversation because, I have engaged with the upper class, I would definitely like to engage in this conversation because, I have engaged with the upper

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castleies and the per cast students also because my data set and participant includes all the sections of society.

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So to my understanding that whenever, I ask this question that what you think of reservation, especially before, 2,019 there was no EW, reservation that, we just said.

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And also, the Made was saying this thing that this cast and made it definitely it's it is always that this cast and made it. Definitely.

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It's, it, it is always, that this cast and made it. Definitely.

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It's, it, it is always, that is always, the discourse that cast and merit has a relationship, in, in, terms of, the discourse that cast and merit as a relationship, in, in, terms of a, but when I have interacted with the, upper, faculties and students, I

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think and they they were very clear in the idea that a reservation is the violation of their rights. So it limits their opportunities and limits their access.

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They don't get any state, you know, support for their high education, but the Dalits are getting, the Advasses are getting, they are getting a number of scholarship, they are getting so and so.

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So I think that the first and foremost thing is that the vengeance, the feeling of vengeance and the feeling of, you know, a violation of their rights is the basic thing when they, you know, discriminate, the dulates and all Muslims or any other socially marginalized section.

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So that is my submission to the question. Thank you.

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Thank you so much, Sara Soti. Would you like to respond? Describe why I like the discrimination like normalized and personalizing her education.

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So yeah, like, now they have like the reservation code that you talk about like, you know, like the marriage and you are not good, you are we, like, and so on.

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So, yeah, so they have only the reservation but I think why the discrimination normalize In like for like my paper like I'm looking at the regional university in India as particular looking at the So, you know, the university don't have also some of the university don't have the like the something you know like the other university you know like the other university you know university

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have the other university you know university have gender and university university have gentlesp and like SCSD cell, university have gentralsp and like SCST cell means SSD cell means SSD cell means SSD cell means SSD cell means SSD cell means SSD self like address the past build discrimination.

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So in particular, some of the universities, the past build discrimination. So, like, address the past with discrimination. So, in particular, some of the university they do not have.

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At the same time, and also if you see like the like like, you know, the enrollment of the marginalized students are very less than.

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Apocalypse student. So nowadays like the student are like you know they registered they come plan but they said like the convent are not heard not being heard so this is the problem and mostly also teachers also at the same time they discriminate.

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So it's very kind of and, you know, on the upper caste room only actually in higher education.

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So I think, this, things need to be addressed. Yeah.

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Yes, so the Nisha would like to take the discussion.

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Okay.

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Thank you all. And here wonderful panel here. We have and there was very interesting question from the audience.

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He rightly addressed very strong question here. So let me also ask a few questions to all of you.

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I'll ask my flash question to Ramadi. So, how do you conceptualize trials of the youths?

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While negotiating. Got to education space. This is one question to you. And my second question is to Dipchant.

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So can you explain little bit more about How resistance against the Kashmir Existing nowadays and how to the student union or this student movement was in India like if you can say BAFSA like Fozian, a bit Shivadi and at there.

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Or any other social moment which works on and any other student's moment which works. To register the Kashmir in university space.

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So at the moment are you got my question?

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Yeah.

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Yeah, so my next question is to Saati, you have a wonderful presentation on Balit Omen experiences.

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So how do you theorize high-social humiliations? Connecting to other with women experiences in higher education.

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And to bug us, my question is

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How the Dalai Lath and Advice students Come into the frame of humiliation. Is there any differentiation of discrimination or humiliation?

404
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Well conceptualizing the experiences of both of the students does it differentiate or it is a similar way.

405
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Oh things or how do the advice each experience is differentiate. With the lead experiences. So I think you have a strong who are and in both of the students experiences.

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So. Please respond to these questions one by one starting from Dramatabi. Yeah, thank you.

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Hi, Danisha. I think I have not thought about how to conceptualize it.

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So it's a part of my larger It was just a section where I was looking at indoor generation and mobility among And that chapter I try to look through the Buddhist conception of, social and cultural capital.

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So in that way, chapter, I do talk about their experience at the university is spaces but specifically I have not thought about the conceptual framework for this really.

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A fraught reality but yeah I would. Try to give a hard thought to it. Thank you for the good.

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Hmm.

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Yeah, so one, connection with this. So I am little bit curious about how the word trials each you your researchers like what is at the meaning attached to it like how the trials response.

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This research. Yeah, there is a lot of trials of delays. How do you? Frame that work.

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Okay, I kind of frame it, in a way because my work is situated in a urban space in an urban settlement and the idea of my thesis was also to look at how urban as a space and education as a medium.

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Offers this opportunity for mobility for dialects. So in that concept in that larger context I was trying to look at this emancipatory potential of both space and education.

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And, there I try to trace how it is, like a mayor space or May education is not enough.

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To gains a decide mobility or design dignity and in attaining those meet employment need education be getting a life in urban spaces the kind of experiences and those are difficult and harsh experiences and those are difficult and harsh experiences which the kind of experiences and those are difficult and harsh experiences which, and those are difficult and harsh

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experiences and those are difficult and harsh experiences which done let's have to, they encountered and they negotiate.

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Thank you.

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So, this is how it is situated in my Thank you.

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Dixon.

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Thank you. Very wonderful question. So I think, as most of them, all of them, like, I think, as most of them, all of them, like, including me, is talking about the how the, the with of them, like, including me, it's talking about the how the.

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including me is talking about the how the with a student have been placing discrimination in exclusion on the basis of the past identity.

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So I wanted to understand it to conceptualize how actually they are resisting also at the same time.

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So as you mentioned, the student organizations are close to Wopsa and Aberdeen tried to student entities and other university center universities.

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So there there are the student organizations they have been working but despite that we have we cannot also deny the fact that the recent the last year I think the result of the is is, the last year I think the result of PHG, PhD Desert office GNU where there's, PhD Desert office GNU where

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there's, BSG DESERIT office GNU where there's 2, there's CSD has to then they go to very much like one between one to 3 out of 30.

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So one could understand the kind of personality they have given us, that, because it'll be you have a reservation.

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So, and you want to get it like more marks to get into the academic institutions. So at the same times these students also have a challenge in in front of them how to tackle that challenge and that is very much part of the structural inequality which everybody says like the representation inequality which everybody says like the representation and in terms of

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the access of the sources inequality, which everybody says like the representation and and this in terms of the access of the sources. So, a student organization have been playing significant role.

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A post in Babsa, which is like one of the leading I would say agonizing in the center in which would play significant role and every but every other university also do follow the same kind of pattern how they can tackle that question of cast and equity in the educational institution.

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So, so and and this actually moment like if you if you know of course and the book by Negotiating at the how the university at the resistance side so he how he conceptualize how actually this resistance can decrease in some sort of also this student movement can deepen that democracy and bring a change and provide it space

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for, to have a dialogue with the, like, embargoed operation and operates to some sort of and and that at the same times it the resistance can create anxiety also.

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Is Ramadi we were saying like it can because we challenge the hedgehog-discussive we established he we established hegeomani by the podcast student.

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Oh.

436
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So that's why they don't they can't reveal that and that thing. So this is how the student organization is actually, playing a significant role somehow and, and, bringing some sort of change and creating a contrast concessions and about their rights and about they married the social concept made by the I call it is Brahmin

437
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Mary so this is how I would say at a student terminus and have been playing a significant role.

438
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Thank you. Like Bashar. Bisham with current full student association. Ingenu and medical student assistance in peace and there are many student associations.

439
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So how do look the roadmap of just peace in future. So does this student organization take a mass moment like Jamissa Raja and other things to get a political representation in in country wide switch can emanate.

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The marginalization and break the classroom. Middle Go.

441
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Yeah, so, I think, so one cannot ignore that like that.

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The students, they have been a leader from who have been coming from their student, they have been a leader from who have been coming from the student, they have been coming from, who have been coming from their student union, like right from Alabama, the university to Jennu and Delhi, they are part of the student

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union, like right from Elahaba, the university to Jennu and Dali, they are the part of the at the university to Jenni and Delhi.

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They are the part of the larger, there are a lot of politicians.

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So they, I mean, there's a hope, of course, there's your hope. So the probably in the future, and the student organize and like, Bob's and the ASA, some come and maybe they would have been there in the mainstream political party and they could bring some sort of option.

446
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They could put their wise, in front of them. So that could be, that could be and one could not ignore that.

447
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And this is, we have been seeing this thing also. There are the leaders who are coming from the, doing the student politics.

448
01:20:38.000 --> 01:20:52.000
Thank you Diphthans. So now I'd like to invite, to, to come here because the online presenter can see you Yeah, Can't get you please repeat your questions.

449
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Like how do I theorize? So, yeah. So.

450
01:20:58.000 --> 01:21:11.000
So, Dr. Boy, could I please, answer my question first so that the, in-person presentation, can, discuss this later.

451
01:21:11.000 --> 01:21:12.000
Yeah, yeah, you can.

452
01:21:12.000 --> 01:21:18.000
My question. Yeah, yeah. Yes, yes. First of all, thank you for the wonderful question.

453
01:21:18.000 --> 01:21:32.000
And, I think that this question needs to be, you know, analyzed critically, because, I think that, there is a social reality that exists that the delete and our devices are 2 different categories, 2 different identities.

454
01:21:32.000 --> 01:21:42.000
But when we are talking about the higher education institution, I think that the humiliation in different cases.

455
01:21:42.000 --> 01:21:51.000
Connects their experiences that they form a collective identity and that you were asking about the BABSA and ASA things.

456
01:21:51.000 --> 01:21:55.000
So it's not just a Delta organization. It's, it includes the art diverse identity, the OBC identities also.

457
01:21:55.000 --> 01:22:04.000
And to the most important question, discrimination and humiliation, what is the difference between discrimination and humiliation.

458
01:22:04.000 --> 01:22:26.000
So to humiliate is to, you know, the threed effect that I say demean disrespect and do recognize the individual or community but for discrimination you need not to you know hurt someone self respect you can simply discriminate without knowing the without they are knowing that you are discrimination

459
01:22:26.000 --> 01:22:48.000
it happens in the you know very subtle way and in the form of direct and indirect discrimination are the forms of discrimination, but when when we talk about humiliation it is necessarily is the experience of the individual that is creating that that understanding that he or she is being discriminated or humiliated.

460
01:22:48.000 --> 01:23:01.000
So discrimination, humiliation and exclusion, 3 are the different categories and the 3 have a different notions, from the perspective of the, person who is experiencing that.

461
01:23:01.000 --> 01:23:14.000
So that would be my submission and I think I'll ask you to please allow me to leave because at 1130 I have to attend another meeting so please allow me to leave.

462
01:23:14.000 --> 01:23:15.000
Okay, thank you. Thank you.

463
01:23:15.000 --> 01:23:21.000
And thank you and have a great day to all of you. Okay. I will be touched.

464
01:23:21.000 --> 01:23:22.000
Bye bye.

465
01:23:22.000 --> 01:23:34.000
Thank you. Join here to the to in Sharus with the sooner. Okay, thank you. Do we have questions?

466
01:23:34.000 --> 01:23:41.000
Yeah.

467
01:23:41.000 --> 01:23:59.000
Sort of should be my, you have very wonderful account of presentation while collecting the experiences. But you have a strong, theoretical framework also connecting to Dropal Guru and many other works.

468
01:23:59.000 --> 01:24:16.000
What I wanted to ask you how do you get your data to conceptual like your courage your perspective into it like Do you like thought for purging some things?

469
01:24:16.000 --> 01:24:28.000
Out of the research at or how do you connect with the Okay, thank you. Hi,

470
01:24:28.000 --> 01:24:36.000
Yeah, so I have also like the Manson like, any, like the variety and the speeches by Dr.

471
01:24:36.000 --> 01:24:53.000
Rambid for the notion of mind and the closed door policy and like an adult feminist theory also talk about how the little women experience differ from the even the other marginalized community.

472
01:24:53.000 --> 01:25:20.000
So yeah, so how do how do I theorize? The I, yeah, your questions like the social psychological trauma right so yeah from in my thesis I'm particularly at not broadly looking at the psychological aspect but here I try to read some of the like writing and speeches by the ambitious code.

473
01:25:20.000 --> 01:25:42.000
So how do I theorize? Yeah, it's a good question. Thank you. And, actually, student are like, they are not basic but they are you know very much registered to and they have the counter questions to also you know they are like a podcast friend.

474
01:25:42.000 --> 01:25:51.000
And, they also, like, Some of them who are not associated with the moment, particularly the little moment or the like the feminist moment.

475
01:25:51.000 --> 01:26:02.000
They felt like very bad way. They felt like very bad way. They took it very bad way. They felt like very bad way. They took it very bad way.

476
01:26:02.000 --> 01:26:14.000
But they took it very bad way. They took it very bad way, but whoever associated with the like, but whoever associated with the like the moment or coming from the social moment or coming from the social moment, but whoever associated with the like, the moment or coming from the social, moment, they, they

477
01:26:14.000 --> 01:26:31.000
are so, yeah, so looking at the data, like, like most of the student they faced as clues on in the like the participation in the like the you know social activities and and many other.

478
01:26:31.000 --> 01:26:46.000
So like in this like the cast structure like like if I'll try through theorize with the context of the notion of a class generation of mind or the closed door policy.

479
01:26:46.000 --> 01:26:49.000
So, of mind or like the closed-door policy. So opoca-door policy.

480
01:26:49.000 --> 01:26:59.000
So, Oppocaust student, they closed them out. And, close them out to, to discuss about or to bring all the Delhi student in.

481
01:26:59.000 --> 01:27:08.000
So yeah, so in that way, we can talk about and, I think I'm not getting into it.

482
01:27:08.000 --> 01:27:15.000
Okay, so we can discuss later on, but you are a Yeah. And yeah, that's it.

483
01:27:15.000 --> 01:27:21.000
And,

484
01:27:21.000 --> 01:27:29.000
Yeah, it's okay. Thank you very much. I think we have to conclude this statement. So now I'll request Dr.

485
01:27:29.000 --> 01:27:44.000
Nellima as Misakra to, Spon Flood and make a vote of thanks for Okay, so.

486
01:27:44.000 --> 01:27:56.000
Thank you everyone, each one of our participants. For being here with us in this very important discussion on caste, the social psyche and humiliation at the higher education.

487
01:27:56.000 --> 01:28:11.000
So through this panel as if I go back I remember the nature and me spending a lot of time while conceptualizing the issues in this area.

488
01:28:11.000 --> 01:28:41.000
So I really congratulate the Niger for his intense interest in this area of how in higher education these are the concerns when today we talk about equalities, we talk about equal social being and when today a lot of work is going on all around the world about even if we go through the sustainable development goals also they are trying to generate these ideas so I

489
01:28:46.000 --> 01:29:04.000
congratulate each one of the participants who really helped us to understand this discussion more and take it forward. And I'm really happy that now we are able to speak all of these things and we are able to bring this into the concerns of the world forums.

490
01:29:04.000 --> 01:29:14.000
This is very important as in the Indian subcontinent we know this is something that has been into issues since many generations.

491
01:29:14.000 --> 01:29:24.000
So this is something that has been brought up in a forum that is really wonderful. I am happy about it and thank you then Isha.

492
01:29:24.000 --> 01:29:45.000
Thank you Ramadi be very interesting observations so it really helped us to look at about the child's I was looking for your answer more on the trials but maybe later on the discussions we can take it forward, yeah?

493
01:29:45.000 --> 01:29:58.000
So, yes, and thank you Dipchand. Yes, against the cast, Nomes, your idea of the different perspectives is something that is bringing all our concerns.

494
01:29:58.000 --> 01:30:05.000
So thank you so much. Satisfati, yes, the we know the our underrepresentation.

495
01:30:05.000 --> 01:30:24.000
The under representation of women in each of these areas and how they undergo their pains. We were just trying to look at how are the women perspectives different in any sense from the male counterparts.

496
01:30:24.000 --> 01:30:31.000
This was one small clue that we were looking at at this representation which you really did well. So.

497
01:30:31.000 --> 01:30:49.000
Thank you so much. And maybe we miss theepa Kumar for the session yeah and yes Boggy who has left he has bugish also had a very wonderful representation of Dalits and Advances, which is again a very important concern.

498
01:30:49.000 --> 01:31:04.000
So yes, so thank you everyone and thank you for giving us this forum to discuss about the issues of caste and higher education.

499
01:31:04.000 --> 01:31:19.000
So I am thankful for ISIS for funding some of our presenters to be here and to giving us that space to speak about the research that is based on the Indian subcontinent.

500
01:31:19.000 --> 01:31:21.000
Yeah, so thank you everyone. And all of us can have a group picture. So be with us with your cameras on.

501
01:31:21.000 --> 01:31:25.000
So let's have a group picture with our virtual presenters. Yeah, so, yeah, okay.