Caste Discrimination in Indian Schools: A Persistent Reality

India is a land where diverse people are born and coexist. Unfortunately, it has also been a place where some individuals actively create division and caste discrimination, working against the natural harmony seen even in diverse ecosystems like forests, where different species coexist. Yet, within Indian society, certain systems prevent humans from living together harmoniously.

Seventy-four years have passed since India gained independence, and we celebrated the 75th year as ‘Amrit Mahotsav’ (Platinum Jubilee). Despite this progress, discrimination continues to occur even in schools, affecting children based on their birth family and community. This stark reality highlights the extreme nature of prejudice that still exists. Who perpetuates this divisive structure? They are the ones who dismantle the fabric of social harmony and insist on maintaining discrimination. While some claim universal unity, the ground reality shows pervasive inequality.

Table of Contents:

Hindu Disunity on Caste Discrimination

Some groups assert that their system has no origin or structure. They claim this because their structure was not originally unified. They have instead combined and assimilated people from different traditions, like Buddhists and Jains, and local cultures, labeling them as ‘Hindu’. This has led to confusion within different groups.

For example, while some identify as Brahmin, others are confused about whether they belong to the Kshatriya, Vaishya, Shudra, OBC, or other categories. This confusion stems from being forcibly included in a system they were not originally part of. The entire structure of discrimination originates from this forced assimilation and the denial of existing differences.

The Pervasive Reality of Caste Discrimination

Caste discrimination remains a deeply entrenched issue in India, manifesting in various forms, including within the educational system. Despite legal protections and constitutional guarantees, children from marginalized communities, particularly those identified as Scheduled Castes (SCs), Scheduled Tribes (STs), and Other Backward Classes (OBCs), continue to face prejudice and exclusion in schools. This discrimination impacts their access to education, their experiences within the classroom, and their overall well-being.

Incidents of Caste Dsicrimination Reported Across States

Numerous incidents across different states highlight the severity of this problem. These are not isolated events but reflect a systemic issue that needs urgent attention.

Mid-Day Meal Denial as Caste Discrimination

A recurring issue is the discrimination children face during the mid-day meal program, a government initiative aimed at increasing school attendance and improving nutrition.

• In Dehradun, Uttarakhand, a report by Dainik Bhaskar described an incident where children in a school refused to eat food cooked by a Dalit woman. Parents reportedly claimed her hiring was deliberate, implying they objected to her caste identity. This happened in a region often called the “land of the divine,” historically associated with Buddhist monks before being influenced by Brahmanical systems. The incident reveals how deep-seated prejudice leads parents to object to hiring a qualified individual based solely on her caste, and how they transfer this prejudice to their children.

• In Morbi, Gujarat, OBC children refused to eat the mid-day meal prepared by a Dalit woman. Their parents had reportedly raised objections when the woman, identified as Dhara Makwana, was given the contract to prepare meals in June. According to a Times of India report, 147 out of 153 students from the OBC community refused to eat the meal cooked by her on June 16th. This incident exemplifies caste prejudice affecting the OBC community, suggesting some within this group may internalize or adopt discriminatory attitudes, potentially viewing themselves as ‘higher’ than Dalits.

• A report by BBC highlighted similar issues in Ballia, Uttar Pradesh. Following a previous incident in Mirzapur where children were served salt and roti, the Ballia report revealed caste-based discrimination in mid-day meals at an English-medium primary school. Some non-Dalit children refused to sit and eat with Dalit children and brought their own utensils from home instead of using school plates. School authorities reportedly claimed the children did this voluntarily, deflecting responsibility for enforcing non-discrimination policies.

These examples demonstrate that discrimination in mid-day meals is not an isolated occurrence but a pattern reported across various states.

Beyond Food: Segregation and Exclusion in Indian Schools

Discrimination in schools extends beyond mid-day meals and includes segregation within the classroom and denial of basic necessities.

Separate Seating Arrangements

In Chitrakoot, Uttar Pradesh, specifically in Amarpur village, Dalit children decided to stop attending school due to persistent discrimination and untouchability. Parents reported that teachers made their children, including Kajal, Sangita, Govind, and Mukesh, sit separately from other children in the classroom. If these children accidentally touched other students, they were reportedly subjected to physical abuse.

Denial of Drinking Water

Access to basic facilities like drinking water is also affected by discrimination. In the same Chitrakoot incident, parents reported that their Dalit children were not allowed to drink water from the government handpump near the school.

They had to remain thirsty throughout the school day. Complaints to the headteacher were reportedly met with reprimands; they were told that if others were not touched by them, their children should also not touch others. This denial of a basic necessity like water highlights the extreme forms of untouchability practiced even within school premises.

These instances of segregation and denial of basic rights reveal a hostile environment that makes learning difficult, forcing children to abandon their education.

Forced Labour and Humiliation Affect Dalit Children

Children from marginalized communities are often subjected to forced labor and humiliating tasks within schools, reinforcing discriminatory practices and societal hierarchies.

Performing ‘Menial’ Tasks

A report highlighted by Human Rights Watch documented incidents where school authorities forced children from marginalized backgrounds to perform tasks considered ‘dirty’ or ‘menial’, such as cleaning toilets. This practice is rooted in the discriminatory belief that certain tasks are meant for specific caste groups, perpetuating untouchability.

Specific Incident in Pratapgarh, UP

In Pratapgarh, Uttar Pradesh, a Class 2 student named Mansi from a nearby village was reportedly forced by her school principal to dispose of the carcass of a dead puppy. When she refused, the principal reportedly severely beat her. Investigations revealed that many children like Mansi from marginalized communities were regularly forced to perform such humiliating and unsanitary tasks in school . These actions are seen as a deliberate attempt to reinforce their perceived low status.

Physical Abuse and Humiliation by Teachers

Reports also indicate teachers physically abuse and humiliate Dalit children. A 14-year-old Dalit boy from Uttar Pradesh reported that his teacher would always make them sit in the corner of the room and throw keys at them when angry. He also stated that teachers gave them food only after all other children had eaten and only if there was leftover food.

A 12-year-old Dalit boy from Bihar shared that teachers would ask them to massage their legs. If they refused, teachers would beat them. He also confirmed that teachers made them clean the teachers’ toilet. These testimonies recorded by Human Rights Watch paint a grim picture of the daily struggles and humiliation faced by marginalized children in school.

Statistical Evidence of Exclusion

The impact of discrimination is reflected in the dropout rates among children from marginalized communities.

UNICEF Findings

UNICEF data indicates that Dalit girls have the highest rate of exclusion from school due to social discrimination. Furthermore, 51% of Dalit children drop out of elementary school, compared to 37% of children from non-Dalit and Adivasi communities

These statistics underscore the significant educational disadvantage Dalit children face as a direct consequence of the discriminatory environment in schools.

Human Rights Watch Report Details School Discrimination

A comprehensive 77-page report by Human Rights Watch, titled “As Long as We Are Untouchable,” published in 2014, detailed pervasive discrimination against students from marginalized communities in schools across several Indian states.

The report specifically covered discrimination against Dalit, Adivasi, and Muslim children by school authorities in four states: Andhra Pradesh, Uttar Pradesh, Bihar, and Delhi.

The report, based on interviews with over 160 individuals (including children, parents, teachers, and education experts), concluded that discrimination creates a hostile atmosphere. This atmosphere leads to irregular attendance and ultimately forces children to drop out.

The researcher and author of the report, Jayshree Bajoria, noted that India’s ambitious project of educating all children is jeopardized by deep-rooted prejudice among teachers and school staff against poor and marginalized children.

These statistical findings and detailed reports from international organizations confirm that discrimination is a major barrier to education for marginalized children in India.

The Role of Parents and School Authorities in Perpetuating Discrimination

Parental Influence

Several incidents, particularly those related to mid-day meals, show that parents are the primary source of discriminatory attitudes among children.

Parents reportedly object to children eating food prepared by individuals from certain communities and instill these prejudices in their children from a young age. This suggests that discriminatory parenting plays a significant role in transferring caste bias across generations. The act of bringing separate utensils from home to school also indicates parental instruction and reinforcement of discriminatory practices.

Complicity of School Authorities

School authorities are criticized for their failure to prevent and address discrimination effectively. In many cases, principals and teachers appear complicit, either by actively participating in discriminatory acts or by failing to implement strict rules against them.

Instances where principals have been accused of direct discrimination or where schools blame children for discriminatory behavior indicate a lack of accountability and a reluctance to tackle the issue head-on.

While some schools might take action after an incident gains public attention, the initial response often lacks the necessary firmness and commitment to equality.

Lack of Accountability Mechanisms

The Human Rights Watch report highlighted the absence of effective accountability and grievance redressal mechanisms as a factor contributing to the poor implementation of the Right to Education Act. This lack of oversight allows discriminatory practices to continue unchecked within schools.

The issue appears to stem from a system where individuals holding positions of authority within educational institutions may themselves harbor discriminatory views, creating an environment where prejudice thrives rather than being challenged.

Legal Frameworks vs. Ground Reality in Combating Discrimination

India has legal provisions aimed at eradicating discrimination, but their implementation remains a challenge.

Constitutional Provisions and Laws

The Constitution of India includes provisions like Article 17, which abolishes untouchability. The Protection of Civil Rights Act of 1955 also aims to punish the practice of untouchability. These legal frameworks provide a basis for ensuring equality and preventing discrimination based on caste.

Failure in Implementation

Despite these laws, discrimination persists in schools. The incidents and reports discussed in the transcript demonstrate that authorities do not effectively enforce legal protections at the ground level. School authorities, responsible for upholding these laws, often fail to do so. This gap between legal provisions and their practical application allows discriminatory behaviors to continue, hindering progress towards an equitable education system.

Conclusion: Addressing the Deep-Rooted Issue

The numerous reports and incidents discussed paint a grim picture of persistent caste discrimination within Indian schools. Despite legal frameworks and constitutional mandates, children from marginalized communities, particularly Dalits, Adivasis, and Muslims, face segregation, abuse, humiliation, and denial of basic rights at the hands of peers, parents, and even school authorities. Data from organizations like Human Rights Watch and UNICEF provide quantitative evidence of this widespread issue and its severe impact on educational outcomes, including alarmingly high dropout rates.

The issue appears to stem from a combination of factors: discriminatory attitudes passed down through families, the failure of school administrations to enforce rules and create inclusive environments, and potentially a deeper systemic issue rooted in historical caste hierarchies and their manifestation within institutional structures.

What can you do?

Addressing this deep-rooted issue requires concerted effort at multiple levels. Based on the challenges highlighted:

• Increase Awareness: Understand and acknowledge the reality and severity of caste discrimination in education. Share information from credible reports and sources.
• Support Marginalized Communities: Advocate for the rights of children from marginalized backgrounds to access education free from discrimination.
• Demand Accountability: Pressure school authorities and government bodies to implement and strictly enforce anti-discrimination policies in schools. Advocate for effective monitoring and grievance redressal mechanisms.
• Promote Inclusive Education: Support initiatives that aim to create truly inclusive school environments where all children are treated with dignity and equality, regardless of their caste or background.
• Reject Discriminatory Practices: Actively challenge caste-based attitudes and behaviors in your own environment and educate others about the importance of equality and social justice as enshrined in the constitution.

Disclaimer

This article is based solely on the provided YouTube video transcript. The following terms are used in the context of the discussion within the transcript:

• Caste Discrimination: Prejudice and differential treatment based on an individual’s birth into a particular caste group, often involving practices of untouchability and exclusion.
• Untouchability: A historical practice where individuals from certain marginalized caste groups were considered impure and were subjected to social exclusion, segregation, and humiliating treatment.
• Dalit: A term often used to refer to communities formerly known as “untouchables,” who are at the bottom of the traditional caste hierarchy.
• Adivasi: Refers to indigenous tribal communities in India, often included among marginalized groups facing discrimination.
• OBC: Other Backward Classes, a collective term used by the Government of India for castes which are educationally or socially disadvantaged.
• Brahmanical System: Refers to a social and hierarchical system historically dominated by Brahmins, often associated with the perpetuation of caste-based inequalities and control over resources and knowledge.
• Guru Dakshina: A tradition of repaying one’s teacher or guru after completing education or training.
• Janaeu: The sacred thread worn by some Hindu men, particularly Brahmins, symbolizing a ritualistic purity. The transcript uses the dropping or presence of the Janaeu metaphorically to represent the activation of caste prejudice.
• Dronacharya / Ekalavya: Figures from Hindu mythology used in the transcript as an analogy for systemic educational discrimination where opportunities are denied to those from marginalized backgrounds to protect the position of the privileged.

Read more about Caste Discrimination in Prisons.

Find out more about Caste Discrimination in the Judiciary.

Do you disagree with this article? If you have strong evidence to back up your claims, we invite you to join our live debates every Sunday, Tuesday, and Thursday on YouTube. Let’s engage in a respectful, evidence-based discussion to uncover the truth. Watch the latest debate on this topic below and share your perspective!