CFP: 4th International Conference of the Indian Association for South Asian Studies (IASAS) on #Subalterns in South Asia, 21-22 June, 2024

We are accepting abstracts for the Indian Association for South Asian Studies (IASAS) International Conference, which will take place at Kalinga Institute of Industrial Technology, Bhubaneswar, Odisha from June 21-22, 2024. Researchers and scholars from across the disciplines will participate in this two-day conference that will be concentrating on South Asian studies. The central theme for the above is ‘Subalterns in South Asia:.

The term "subaltern," popularized by Antonio Gramsci, conceptualized subaltern groups as those excluded from hegemonic power, encompassing peasants, workers, and other marginalized factions. However, in Subaltern Studies led by Ranajit Guha, the term broadens to denote the quality of being subordinate in South Asian society, irrespective of its manifestation in class, caste, age, gender, or office.

The collective, initially comprising scholars such as Shahid Amin, David Arnold, Partha Chatterjee, David Hardiman, Gyanendra Pandey etc., aimed to give voice to the historically marginalized. Subaltern Studies encompassed diverse subjects, including history, politics, economics, and sociology of subalternity, along with associated perspectives, ideologies, and belief systems. The initiative aimed to counter elitist historiography by allowing subaltern voices to emerge within its pages, representing and amplifying the voices of the oppressed.

The theory posited that the elite in India did not merely have a hegemonic role but played a dominant one, enabling the subaltern to be seen as independent historical actors. This perspective countered the notion that the subaltern were passive recipients of elite guidance, emphasizing their independent agency within the political system. 

In line with the subaltern understanding, this conference extends a warm invitation to panels and paper submissions that specifically emphasize non-elite discourses. The conference aims to spotlight and explore narratives, perspectives, and voices that have traditionally been marginalized or overlooked in favour of dominant, elite perspectives. Connecting historical studies to disciplines like gender studies, cultural studies, sociology, economics, demographics, politics, psychology, and others are also welcome. By prioritizing non-elite discourses, we aspire to create a space for critical discussions and insights that challenge established norms and contribute to a richer understanding of the diverse, often unheard, voices in South Asian societies. 

The conference hopes to be able to encourage more research by generating new perspectives by exploring new as well as alternative and evolving research ideas and methods.

IASAS 2024 conference welcomes panels and papers in English or in Hindi on any theme of South Asian Studies employing interdisciplinary and theoretical perspectives inspired from History, Philosophy, Political Science, Anthropology, Ethnography, Sociology, Psychology etc. Hence, the conference aim is to bring historians and social scientists into conversation with each other. We encourage submissions from research students, early career scholars, faculty members, and independent social scientists whose research falls under the spectrum of South Asian Studies. The conference hopes to generate new perspectives by exploring new as well as alternative and evolving research ideas and methods. 

There would be at least four presenters in each panel session. Presentations will be limited to 20 minutes each.

1. Abstracts of up to 500 words should be submitted on or before 15 April, 2024.

2. Acceptance letters for proposals will be e-mailed by 30 April, 2024. All abstracts will be peer-reviewed.

 

In the Subject window of your e-mails, please type the following words: IASAS Bhubaneswar 2024.

Email: iasasconference@gmail.com

Delegates fees:

For paper presenters:

1. Faculty Members: 6000 INR (with hostel room accommodation single occupancy for two days) 
2. Faculty Members :5000 INR (without accommodation) 
3. Research Students:5000 INR (with hostel room accommodation single occupancy for two days)
4. Research Students : 4000 INR (without accommodation)
5. Guests and Listeners: 2500 INR

Note:

• The organizing committee is not in a position to provide participants with financial support.
• All participants are advised to seek funding through their respective institutions or other sources.
• The venue of the conference is Kalinga Institute of Industrial Technology, Bhubaneswar, Odisha.

Contact Information

Centre for Alternative Studies in Social Sciences, New Delhi

Indian Association for South Asian Studies, New Delhi

 

Email: iasasconference@gmail.com

Contact Email

iasasconference@gmail.com

Attachments

cfp-iasas-2024.pdf

CFP: Modern Education System and the Marginalized in Swaraj India -University of Science and Technology Meghalaya, February 2024

 

Concept Note:

India's journey towards independence from colonial rule was not only a political struggle but also a quest for social, economic and cultural regeneration and transformation. Education played a crucial role in this pursuit, serving as a powerful tool to reform and empower individuals, cultivate national consciousness, and drive social progress. Education was a key element in the vision of India's leaders, who recognized that knowledge and enlightenment were essential for breaking free from the shackles of colonialism. Throughout the freedom struggle, education became a vehicle for awakening and mobilizing the masses, instilling a sense of national identity, and fostering a collective spirit of resistance against British rule. Parallel to this was the vital role of education in shaping the values of democracy, equality, and social justice that India aspired to embody after attaining independence. Educational institutions became spaces for nurturing citizens who would contribute to building a new India, free from the shackles of colonialism and deep-rooted social inequalities. In the seventy-five years, education continued to be the cornerstone of India's development agenda. The government recognized the urgent need to address the country's high illiteracy rates and educational disparities. The establishment of a robust public education system, expansion of access to schooling, and initiatives like the Sarva Shiksha Abhiyan (Education for All) program demonstrated the commitment to provide universalisation of elementary education and quality education to all children, regardless of their background.

However, the modern education system has become a significant topic of discussion about its treatment of marginalized citizens in modern India. As societies strive for progress and development, it is crucial to examine how educational institutions cater to the needs and aspirations of those on the margins of society. One of the key concerns surrounding the modern education system is its potential to perpetuate existing social inequalities. Marginalized groups, including subaltern caste groups, Tribes, women, ethnic and religious minorities, differently abled, and LGBTQ+ individuals, often face systemic barriers that limit their access to quality education. These barriers can include discriminatory attitudes, lack of inclusive policies and practices in educational institutions, limited representation of diverse voices and experiences, within the curriculum and financial constraints. These can be addressed by inclusive policies and practices in higher education which is an essential aspect for creating an equitable and diverse society. In the context of India, with its rich cultural heritage and vast socio-economic disparities, ensuring non-discrimination and inclusive programmes in higher education becomes a critical imperative.

The curriculum itself is often criticized for being pro-upper caste and class or biased towards a particular dominant culture, thereby fostering prejudice and neglecting the histories, cultures, and contributions of marginalized communities. Such biased pedagogic practices and lack of representation can result in feelings of alienation, exclusion and a distorted sense of self for marginalized students. Another important aspect is the question of educational resources and opportunities. Marginalized individuals often have limited access to quality schools, well-trained teachers, technological resources, and extracurricular activities that can foster holistic development. This disparity in resources further exacerbates the educational divide between privileged and marginalized students. Thus adopting inclusive pedagogies that emphasize active learning, participatory approaches, and the integration of diverse perspectives can create inclusive learning environments. Curricular reform should incorporate themes of social justice, diversity, and sustainable development to prepare students to become socially conscious and responsible citizens.

Addressing the question of the Marginalised in the modern education system requires a multi-faceted approach. It involves conceptualising, designing and implementing inclusive policies and practices that promote diversity, equity, and inclusion. There should be efforts made to bridge the resource gap by investing in educational resources and infrastructure amongst marginalized communities, providing financial assistance, and training teachers to be culturally responsive and sensitive to the needs of all students. Further, building partnerships between educational institutions and marginalized communities can promote inclusivity. Collaborative initiatives, such as community-based learning, mentoring programs, and outreach activities, can bridge the gap between academia and marginalized groups, fostering a sense of belonging and empowerment.

Furthermore, fostering dialogue and amplifying the voices of marginalized individuals within educational institutions can lead to a more inclusive and empowering learning environment. By engaging in open discussions and actively listening to the concerns and experiences of marginalized groups, we can collectively work towards a more equitable and just modern education system. Ultimately, the question of the Marginalised in Swaraj India urges us to critically evaluate and transform the modern education system, ensuring that it becomes a catalyst for social empowerment, equality, and the realization of the full potential of all individuals, regardless of their background or identity.

Themes of the Panel 12 for the year 2024 are as follows:

Theme 1: Recognising Barriers in Education for the Marginalised: To examine the structural, social, and economic barriers that hinder marginalized communities' (SCs, STs, Women, Disabled etc.) access to quality education in Swaraj India. This section will involve papers analyzing existing literature, policies, and empirical data to gain an in-depth understanding of the challenges faced by marginalized groups.

Theme 2: Measuring the Impact of Educational Marginalisation: To evaluate the socio-economic and political impact of educational marginalization on marginalized communities such as SCs, STs, Women, Disabled etc. in Swaraj India. This section will involve empirical papers based on surveys, interviews, and focus group discussions with community members, educators, policymakers, and other relevant stakeholders.

Theme 3: Searching Strategies and Best Practices for Inclusive Education: To identify and document innovative strategies, programs, and policies implemented at local, regional, or national levels that have successfully addressed educational disparities for marginalized communities such as SCs, STs, Women, Disabled etc. This section will aim to have papers that highlight success stories and provide insights into replicable models for inclusive education.

Theme 4: Framing Policies and Programmes for Educational Marginalisation: In this section, papers will be selected based on the research findings, to formulate evidence-based policy recommendations that can help address the identified barriers and promote inclusive education for marginalized communities such as SCs, STs, Women, Disabled etc. These recommendations will be targeted towards policymakers, educational institutions, civil society organizations, and other stakeholders involved in the education sector.

Important Dates:

Last Date for Abstracts: 20^th November 2023.

Full Draft Papers:                   30^th December 2023.

Email IDs:  <conferenceissapanel12@gmail.com>

Venue: 47th Indian Social Science Congress to be held at University of Science and Technology Meghalaya, 5-9 February 2024

 

 

Contact Information

Outstation Chairperson: Prof. Yagati Chinna Rao, JNU

Outstation Convener: Dr. L David Lal, IIIT Guwahati

Email: conferenceissapanel12@gmail.com

47th Indian Social Science Congress to be held at University of Science and Technology Meghalaya, 5-9 February 2024

Contact Email

conferenceissapanel12@gmail.com