Chapter 12: Social Justice and the Marginalised
⚖️ Complete Chapter for PSTET Paper II (Social and Political Life)
🎯 Learning Objectives for PSTET Aspirants
After completing this chapter, you will be able to:
Define marginalisation and understand its social, economic, and cultural dimensions
Analyze the historical and contemporary situation of Scheduled Castes (Dalits) in India, with special reference to Punjab
Understand the distinct identity and challenges of Scheduled Tribes (Adivasis)
Explain the concept of Other Backward Classes (OBCs) and the Mandal Commission's recommendations
Identify religious and linguistic minorities and their issues
Recognize the intersectionality of gender and caste in the experience of Dalit and tribal women
Explain constitutional provisions, laws, and government schemes for marginalized groups
Appreciate the contributions of social reformers and movements
Engage with contemporary debates on reservation, creamy layer, and merit
Apply pedagogical strategies to teach about social justice in the classroom
12.1 Understanding Marginalisation
12.1.1 Meaning and Definition
📚 What is Marginalisation?
Marginalisation refers to the social process of being pushed to the edges or margins of society—excluded from mainstream social, economic, cultural, or political life. It involves denying individuals or groups full participation in society.
💡 Definition: "Marginalisation is the process whereby something or someone is pushed to the edge of a group and accorded lesser importance. It is a complex phenomenon involving economic deprivation, social exclusion, and political powerlessness."
🔑 Key Characteristics of Marginalisation
| Characteristic | Description |
|---|---|
| Exclusion | Being kept out of mainstream social, economic, and political life |
| Discrimination | Unequal treatment based on group identity |
| Powerlessness | Lack of voice in decisions affecting one's life |
| Stigma | Negative labeling and stereotyping |
| Vulnerability | Greater exposure to risks and shocks |
12.1.2 Who are the Marginalised?
👥 Groups Experiencing Marginalisation
In the Indian context, historically marginalized groups include:
| Group | Basis of Marginalisation |
|---|---|
| Scheduled Castes (Dalits) | Caste hierarchy, untouchability |
| Scheduled Tribes (Adivasis) | Geographical isolation, cultural difference |
| Other Backward Classes (OBCs) | Social and educational backwardness |
| Religious Minorities | Religious identity (Muslims, Christians, etc.) |
| Linguistic Minorities | Language |
| Women | Gender discrimination |
| Persons with Disabilities | Physical/mental impairment |
| Elderly | Age |
| Children | Age, dependency |
12.1.3 Causes of Marginalisation: Social, Economic, Cultural
🔍 Root Causes
| Type of Cause | Description | Examples |
|---|---|---|
| Social Causes | Hierarchical social structures, prejudice, stereotypes | Caste system, untouchability, gender discrimination |
| Economic Causes | Unequal access to resources, poverty, landlessness | Land alienation, lack of access to credit |
| Cultural Causes | Dominance of one culture over others, lack of recognition | Tribal cultures undervalued, language imposition |
12.2 Scheduled Castes (Dalits)
12.2.1 Historical Background: Caste System and Untouchability
📜 The Caste System
The caste system is a hierarchical social structure that divides Hindu society into four varnas (Brahmins, Kshatriyas, Vaishyas, Shudras) and thousands of jatis. Those outside the varna system were considered "untouchables" or achhoots—now known as Dalits.
| Aspect | Description |
|---|---|
| Varna System | Brahmins (priests), Kshatriyas (warriors), Vaishyas (traders), Shudras (laborers) |
| Untouchability | Practice of excluding certain groups from social interaction, based on notions of purity and pollution |
| Discrimination | Dalits were denied access to temples, water sources, education, and public spaces |
12.2.2 Social Discrimination: Exclusion from Temples, Water Sources
🚫 Forms of Discrimination
Historically, Dalits faced:
Temple entry denied —could not worship in temples
Separate wells —not allowed to draw water from common sources
Residential segregation —forced to live in separate colonies (bastis)
Social boycotts —excluded from community events
Degrading occupations —forced into manual scavenging, leather work
📝 Constitutional Response: Article 17 of the Constitution abolished untouchability and forbade its practice in any form.
12.2.3 Economic Marginalisation: Landlessness, Bonded Labour
💼 Economic Deprivation
| Issue | Description |
|---|---|
| Landlessness | Dalits historically denied land ownership; worked as landless laborers |
| Bonded Labour | Forced to work to repay debts; intergenerational servitude |
| Occupational Segregation | Confined to "unclean" occupations with low wages |
| Wage Discrimination | Lower wages compared to upper caste workers |
12.2.4 Educational Deprivation
📚 Historical Exclusion from Education
For centuries, Dalits were denied access to education. Traditional education was controlled by upper castes, and Dalits were forbidden from learning Sanskrit or studying sacred texts.
| Consequence | Impact |
|---|---|
| Low Literacy | Historically low literacy rates among Dalits |
| High Dropout Rates | Economic pressures and discrimination lead to dropout |
| Underrepresentation | Few Dalits in higher education and professional courses |
12.2.5 Punjab Context: Dalit Population and Issues
📊 Dalit Demographics in Punjab
Punjab has the highest proportion of Scheduled Caste population among all Indian states. According to the 2011 Census:
| Statistic | Value |
|---|---|
| SC Population in Punjab | 31.9% of total state population |
| Total SC Population | 88.60 lakh (approx.) |
| Number of SC Communities | 39 distinct communities |
💡 Key Insight: Punjab's SC population is the highest in India, making Dalit issues particularly significant in the state .
🧬 Major Dalit Communities in Punjab
🗺️ Regional Concentration
The Doaba region has the highest concentration of Dalits:
| Region | Districts | Dalit Population |
|---|---|---|
| Doaba | Jalandhar, Hoshiarpur, Kapurthala, SBS Nagar | Up to 40% of state's Dalits; some villages have 65% Dalit population |
🌍 Migration and Economic Status
"The Dalits of this region are well off as they migrated to various foreign countries. The immigration is more prominent in three districts, including Jalandhar, Hoshiarpur, and Nawanshahr. Dalits from these regions had initially migrated to Dubai, but later spread out to other countries as well. Nearly 70.83% of the Dalits who migrated to foreign countries preferred Dubai as their destination, followed by England, Canada, Italy and Germany" .
🏛️ Political Representation
The elevation of Charanjit Singh Channi, a Ramdasia Dalit, as Chief Minister of Punjab in 2021 brought the Dalit community into political focus. Kanshi Ram, founder of the Bahujan Samaj Party, also belonged to the Ramdasia community from Rupnagar district .
🛕 Religious and Cultural Centers
Dera Sachkhand Ballan in Jalandhar is a major center for the Ravidasia community, with lakhs of followers. Every year, the dera organizes a pilgrimage to Varanasi on the eve of Guru Ravidas's birth anniversary .
12.3 Scheduled Tribes (Adivasis)
12.3.1 Who are Scheduled Tribes?
📜 Definition
Scheduled Tribes (STs) , also known as Adivasis, are indigenous communities recognized under Article 342 of the Constitution. They are characterized by:
Distinct culture, language, and traditions
Geographical isolation
Economic backwardness
Administrative notification as ST by the President
12.3.2 Geographical Distribution
🗺️ Tribal Regions in India
| Region | States | Major Tribes |
|---|---|---|
| Central India | Madhya Pradesh, Chhattisgarh, Jharkhand, Odisha | Gonds, Santhals, Oraons, Mundas |
| Northeast India | Assam, Nagaland, Mizoram, Manipur, etc. | Nagas, Khasis, Garos, Bodos |
| Western India | Rajasthan, Gujarat, Maharashtra | Bhils, Gonds, Warli |
| Southern India | Tamil Nadu, Kerala, Karnataka | Todas, Kurumbas, Irulas |
📊 Punjab's Tribal Scenario
According to the Danish encyclopedia Lex, "Punjab and Haryana have no tribal communities that are recognized as scheduled tribes" . However, some ST families reside in Punjab as migrants.
🏠 ST Housing in Punjab (PMAY-G Data)
The Ministry of Tribal Affairs data shows limited ST presence in Punjab:
| District | ST Households Registered | ST Households Sanctioned | ST Houses Completed |
|---|---|---|---|
| Patiala | 51 | 51 | 41 |
| Fatehgarh Sahib | 47 | 47 | 4 |
| SAS Nagar (Mohali) | 34 | 34 | 20 |
| Rupnagar | 33 | 33 | 5 |
| Mansa | 31 | 31 | 22 |
| Total (Punjab) | 389 | 387 | 178 |
Source: STC Monitoring System, Ministry of Tribal Affairs (as of Dec 2025)
12.3.3 Distinct Culture and Identity
🌏 Unique Heritage
| Aspect | Characteristics |
|---|---|
| Language | Many tribes have distinct languages, often outside the Indo-European family |
| Religion | Indigenous belief systems, worship of nature spirits |
| Social Structure | Egalitarian compared to caste society; community ownership |
| Art and Craft | Distinctive art forms, music, dance, handicrafts |
12.3.4 Issues: Displacement, Forest Rights, Land Alienation
⚠️ Major Challenges Faced by Tribals
| Issue | Description |
|---|---|
| Displacement | Forced relocation due to dams, mining, industries, wildlife sanctuaries |
| Forest Rights | Denial of traditional forest access; Forest Rights Act 2006 aims to address |
| Land Alienation | Transfer of tribal land to non-tribals; debt leading to land loss |
| Cultural Erosion | Pressure to assimilate into mainstream; loss of language and identity |
| Exploitation | Debt traps, bonded labor, exploitation by moneylenders |
| Health | Malnutrition, disease, lack of healthcare access |
12.4 Other Backward Classes (OBCs)
12.4.1 Who are OBCs?
📚 Definition
Other Backward Classes (OBCs) are communities identified as socially and educationally backward. They are not SCs or STs but face significant backwardness.
| Criteria for Backwardness | Indicators |
|---|---|
| Social | Caste/socially backward, manual labor, low status |
| Educational | Low literacy, low enrollment in higher education |
| Economic | Low income, landlessness, dependence on manual labor |
12.4.2 Social and Educational Backwardness
📊 OBC Characteristics
| Aspect | Description |
|---|---|
| Population | Estimated 40-50% of India's population |
| Occupations | Traditional artisans, peasants, petty traders |
| Representation | Historically underrepresented in government jobs and education |
12.4.3 Mandal Commission and Implementation
📜 The Mandal Commission Report
| Aspect | Detail |
|---|---|
| Established | 1979 under Janata Party government |
| Chairman | B.P. Mandal |
| Objective | Identify socially and educationally backward classes |
| Recommendations | 27% reservation in central government jobs and educational institutions |
| Submitted | 1980 |
⏳ Delay in Implementation
"The second commission was set up during the Janata party Morarji Desai. It was the BP Mandal Commission; the commission gave its report. The late Prime Minister Indira Gandhi kept the Mandal Commission report for 10 years without implementing it" .
✅ Implementation in 1990
"Later, in 1990, VP Singh's government implemented it. In 1990, when VP Singh implemented it, Rajiv Gandhi gave a long speech on the floor of the Parliament against BCs. It is in Parliament records. Congress party spoke against the BP Mandal commission and said that the country would be shattered if BCs were given reservations" .
📚 Extension to Education
"In 1993, there was a country-wide demand for BP Mandal commission, and then 27 per cent reservation was given in jobs. However, until 2006, there was no reservation in educational institutions. In AIIMS, IIT, NIT and others, the reservations were not given until 2008" .
12.5 Minorities
12.5.1 Religious Minorities: Muslims, Christians, Sikhs, Buddhists, Jains, Parsis
📊 Religious Composition of Punjab (Census 2011)
| Religion | Population | Percentage |
|---|---|---|
| Sikhs | 1,60,04,754 | 57.7% |
| Hindus | 1,06,78,138 | 38.5% |
| Muslims | 5,35,489 | 1.9% |
| Christians | 3,48,230 | 1.3% |
| Buddhists | 33,237 | 0.1% |
| Jains | 45,040 | 0.2% |
💡 Note: While Sikhs are a religious minority nationally, they are the majority in Punjab. Hindus, Muslims, Christians, Buddhists, and Jains are minorities in the state.
12.5.2 Linguistic Minorities
🗣️ Language Demographics
| Language | Status |
|---|---|
| Punjabi | Official language of the state |
| Hindi | Spoken by significant population, especially in urban areas |
| Urdu | Recognized in some areas; spoken by Muslim communities |
| English | Used in education, administration |
12.5.3 Issues: Identity, Security, Representation
⚠️ Challenges Faced by Minorities
| Issue | Description |
|---|---|
| Identity | Fear of cultural erosion; pressure to assimilate |
| Security | Communal violence; hate crimes |
| Representation | Underrepresentation in government, media, institutions |
| Discrimination | In housing, employment, education |
12.5.4 Punjab Context: Religious Demographics
🏛️ Punjab's Unique Religious Landscape
| Aspect | Detail |
|---|---|
| Sikh Majority | Punjab is the only Indian state with a Sikh majority |
| Hindu Minority | Significant Hindu population, especially in urban areas |
| Muslim Presence | Small but significant Muslim population in Malerkotla and border areas |
| Christian Communities | Concentrated in certain areas; engaged in education and healthcare |
12.6 Women as Marginalised
12.6.1 Gender Discrimination (covered in Chapter 7)
👩👧 Recap of Gender Issues
| Aspect | Key Points |
|---|---|
| Sex Ratio | Punjab's sex ratio at birth improved from 906 (2021-22) to 921 (2024) |
| Literacy | Female literacy lower than male literacy |
| Workforce | Low female labor force participation |
| Violence | Domestic violence, sexual harassment, dowry deaths |
12.6.2 Intersectionality: Dalit Women, Tribal Women
🔗 Double Discrimination
Intersectionality refers to the overlapping or intersecting of social identities and related systems of oppression. Dalit and tribal women face double discrimination—on the basis of caste/tribe and gender.
| Group | Discrimination Basis | Unique Challenges |
|---|---|---|
| Dalit Women | Caste + Gender | Caste-based violence, sexual exploitation by upper castes, manual scavenging |
| Tribal Women | Tribe + Gender | Displacement, land alienation, cultural erosion, trafficking |
📝 PSTET Focus Point: Understanding intersectionality is important for recognizing that marginalisation is not uniform—some groups face multiple, compounding disadvantages.
12.7 Constitutional Provisions for Marginalised Groups
12.7.1 Fundamental Rights: Article 15, 16, 17 (Abolition of Untouchability)
📜 Key Articles
| Article | Provision |
|---|---|
| Article 15 | Prohibits discrimination on grounds of religion, race, caste, sex, or place of birth |
| Article 15(4) | Allows State to make special provisions for advancement of SC/ST and OBC |
| Article 16 | Equality of opportunity in public employment |
| Article 16(4) | Allows reservation in appointments for backward classes not adequately represented |
| Article 17 | Abolition of untouchability—forbids its practice in any form |
🗣️ Article 17: "Untouchability" is abolished and its practice in any form is forbidden. The enforcement of any disability arising out of "Untouchability" shall be an offence punishable in accordance with law.
12.7.2 Directive Principles: Article 46 (Promotion of Educational and Economic Interests)
📜 Article 46
"The State shall promote with special care the educational and economic interests of the weaker sections of the people, and, in particular, of the Scheduled Castes and the Scheduled Tribes, and shall protect them from social injustice and all forms of exploitation."
This Directive Principle provides the constitutional mandate for affirmative action for SCs and STs.
12.7.3 Reservation Policy: In Education and Employment
📊 Reservation Framework
| Category | Reservation Percentage |
|---|---|
| Scheduled Castes (SCs) | 15% |
| Scheduled Tribes (STs) | 7.5% |
| Other Backward Classes (OBCs) | 27% |
| Total | 49.5% |
📚 Areas of Reservation
| Area | Provision |
|---|---|
| Education | Reserved seats in government educational institutions |
| Employment | Reserved posts in central and state government jobs |
| Legislatures | Reserved constituencies in Lok Sabha and State Assemblies |
12.7.4 Special Officers: National Commission for SCs, STs, Minorities, Women
🏛️ Constitutional Bodies
🎯 NCSC Vision and Mission
The NCSC's mission includes:
"Evaluating planning, execution, and outcomes of developmental schemes for Scheduled Castes"
"Overseeing implementation of constitutional and legal safeguards"
"Examining and investigating complaints regarding violations, deprivation of rights, or discrimination"
"Providing informed recommendations to Central and State Governments"
12.8 Laws for Protection of Marginalised
12.8.1 Protection of Civil Rights Act, 1955
📜 Overview
The Protection of Civil Rights Act, 1955 was enacted to enforce the constitutional mandate of abolishing "untouchability" as per Article 17 .
✨ Key Provisions
12.8.2 Scheduled Castes and Scheduled Tribes (Prevention of Atrocities) Act, 1989
📜 Purpose
The SC/ST (Prevention of Atrocities) Act, 1989 was enacted to prevent atrocities against SCs and STs and to provide relief and rehabilitation to victims.
⚖️ Relief Amounts Under the Act
The Act provides for financial assistance to victims of atrocities, with amounts specified in the SC/ST (Prevention of Atrocities) Rules, 1995 (amended 2011) .
📋 Relief Payment Schedule
| Stage | Payment |
|---|---|
| FIR stage | 25% (for specified offenses) |
| Charge sheet filed | 25-50% (depending on offense) |
| Conviction | Remaining amount |
12.8.3 Other Relevant Laws
📜 Additional Legal Protections
| Law | Purpose |
|---|---|
| Bonded Labour System (Abolition) Act, 1976 | Abolishes bonded labor |
| Equal Remuneration Act, 1976 | Equal pay for men and women |
| Forest Rights Act, 2006 | Recognizes rights of forest-dwelling communities |
| Right to Education Act, 2009 | Free and compulsory education for children 6-14 years |
12.9 Government Schemes for Empowerment
12.9.1 Scholarships and Educational Concessions
📚 Post-Matric Scholarship Scheme (Punjab)
The Punjab government has significantly expanded the Post-Matric Scholarship Scheme for SC students:
| Metric | Achievement |
|---|---|
| Beneficiaries (2022) | 1,76,842 students |
| Beneficiaries (2025) | 2,37,456 students |
| Increase | 35% rise in three years |
| Target (2025-26) | 2.70 lakh students |
"Over the past five years, only 3.71 lakh students benefited, whereas 6.78 lakh students have benefitted in the current three-year term" .
🌍 Overseas Scholarship Scheme
| Feature | Detail |
|---|---|
| Eligibility | SC students/children of landless agricultural labourers; under 35 years; minimum 60% marks; parents' annual income below ₹8 lakh |
| Coverage | Top 500 universities worldwide |
| Benefits | Visa, airfare, tuition fees, annual maintenance allowance (₹13.17 lakh), contingency allowance (₹1.35 lakh), medical insurance |
| Reservation for Girls | 30% reservation |
| Application Portal | https://nosmsje.gov.in |
"Dr. Baljit Kaur emphasized that this scheme will open new doors for Punjab's talented youth without requiring parents to mortgage property for overseas education" .
📚 Top Class Education Scheme
Scholarships for OBC, EBC, and DNT students (family income below ₹2.5 lakh) enrolled in premier institutions including:
IIT Ropar
NIT Jalandhar
IIM Amritsar
NIPER Mohali
Thapar College Patiala
Rajiv Gandhi National University of Law Patiala
12.9.2 Economic Support Schemes
💼 Stand-Up India
| Feature | Detail |
|---|---|
| Target | SC/ST and women entrepreneurs |
| Loan Amount | ₹10 lakh to ₹1 crore |
| Achievements (2022-25) | 1,26,508 accounts; ₹28,996.15 crore sanctioned |
📈 PMAY-G for STs in Punjab
Under Pradhan Mantri Awas Yojana-Gramin (PMAY-G), as of December 2025:
| Category | Number |
|---|---|
| ST households registered | 389 |
| ST households sanctioned | 387 |
| ST houses completed | 178 |
Source: STC Monitoring System, Ministry of Tribal Affairs
12.9.3 Housing and Infrastructure Schemes
🏠 PMAY-G
Provides pucca houses to eligible rural households, including SC/ST families.
12.9.4 Punjab Government Initiatives for SCs and Minorities
🏛️ PCS Crash Course at Ambedkar Institute
🎯 Government's Commitment
"Dr. Baljit Kaur stated that under the leadership of Chief Minister S Bhagwant Singh Mann, the Punjab Government is continuously working for the development of SC, BC, and economically weaker sections of society. 'Our aim is to make higher education accessible, affordable, and desirable for every eligible child in Punjab. Through education, we empower our students socially and economically'" .
12.10 Social Reformers and Movements
12.10.1 Jyotirao Phule and Savitribai Phule
👤 Jyotirao Phule (1827-1890)
| Contribution | Impact |
|---|---|
| Founded Satyashodhak Samaj | Society of Truth Seekers—promoted rationalism and rejected caste |
| Opened first girls' school | First school for girls in India (1848) |
| Critique of Caste | Wrote Gulamgiri (Slavery)—critiqued Brahminical domination |
| Coined term 'Dalit' | Used for oppressed castes |
👩 Savitribai Phule (1831-1897)
| Contribution | Impact |
|---|---|
| First female teacher | First woman teacher in India |
| Opened schools for girls | Worked for women's education |
| Shelter for widows | Opened home for pregnant widows |
| Opposed caste discrimination | Challenged untouchability |
12.10.2 Dr. B.R. Ambedkar (1891-1956)
📜 Life and Contributions
| Aspect | Detail |
|---|---|
| Born | April 14, 1891, in Mhow, Madhya Pradesh |
| Education | Studied in USA and UK; earned doctorates in economics and law |
| Key Role | Chairman of Drafting Committee of Indian Constitution |
| Social Reform | Led Mahad Satyagraha (1927) for access to public water |
| Conversion | Converted to Buddhism with millions of followers in 1956 |
| Legacy | Architect of Indian Constitution; symbol of Dalit empowerment |
🌟 Key Writings
Annihilation of Caste (1936)
Who Were the Shudras?
The Buddha and His Dhamma
12.10.3 Mahatma Gandhi and Harijan Sevak Sangh
👤 Mahatma Gandhi (1869-1948)
| Contribution | Impact |
|---|---|
| Coined term 'Harijan' | "Children of God"—for Dalits (controversial among Dalits) |
| Founded Harijan Sevak Sangh | 1932; worked for Dalit welfare |
| Opposed untouchability | Made it a national issue |
| Fasted for Poona Pact | 1932; agreed to separate electorates for Dalits |
⚠️ Note: Many Dalits reject the term 'Harijan' as patronizing. Dr. Ambedkar preferred the term 'Dalit' (oppressed) which asserts identity.
12.10.4 Contemporary Movements
🚩 Contemporary Dalit Movements
| Movement/Organization | Focus |
|---|---|
| BAMCEF (Backward and Minority Communities Employees Federation) | Kanshi Ram; organized educated Dalits |
| Bahujan Samaj Party (BSP) | Political representation for Dalits |
| Bhima Koregaon clashes | Commemoration of Dalit victory (1818) became flashpoint |
| Rohith Vemula case | Student suicide at Hyderabad Central University sparked protests |
12.11 Towards Equality: The Road Ahead
12.11.1 Role of Education in Removing Discrimination
📚 Education as Empowerment
| Role | Description |
|---|---|
| Awareness | Education creates awareness of rights and constitutional safeguards |
| Attitude Change | Education can challenge stereotypes and prejudices |
| Skill Development | Provides skills for economic independence |
| Social Mobility | Opens doors to better employment and social status |
💡 Punjab Example: The Punjab government's scholarship schemes have increased SC student enrollment by 35% in three years .
12.11.2 Attitude Change and Social Awareness
🤝 Building an Inclusive Society
| Approach | Strategy |
|---|---|
| Inter-group Contact | Meaningful interaction across caste lines reduces prejudice |
| Media Representation | Positive portrayal of marginalized groups |
| Community Engagement | Involving all communities in local governance |
| Celebrating Diversity | Recognizing contributions of all groups |
12.11.3 Importance of Affirmative Action
⚖️ Why Reservation is Necessary
| Argument | Explanation |
|---|---|
| Historical Injustice | Centuries of discrimination require compensatory action |
| Level Playing Field | Reservation creates equal opportunity where none exists |
| Representation | Ensures marginalized groups are present in decision-making |
| Social Justice | Fulfills constitutional mandate of equality of opportunity |
12.11.4 Challenges and Debates: Creamy Layer, Reservation vs. Merit
🔍 Current Debates
| Debate | Arguments |
|---|---|
| Creamy Layer | Should well-off OBC/SC families be excluded from reservation? |
| Reservation vs. Merit | Does reservation compromise merit? |
| Promotion in Jobs | Should SC/ST get reservation in promotions? |
| Quota within Quota | Should there be sub-categorization of OBCs? |
📊 Data and Research
According to recent analysis, two-fifths of 15-24-year-olds with at least a graduate degree were out of work [citation from Chapter 11], highlighting that unemployment affects all communities, and reservation alone cannot solve the jobs crisis.
12.12 Pedagogical Focus: Teaching Social Justice
🧒 Understanding the Learner (Classes VI-VIII)
Upper primary students:
Are aware of caste, religion, and community identities
Can understand concepts of fairness and discrimination
Need concrete examples rather than abstract theory
Benefit from stories, biographies, and case studies
📖 Reading Biographies of Social Reformers
Activity: Biography Project
| Step | Instructions |
|---|---|
| 1. Select | Choose a social reformer (Ambedkar, Phule, Savitribai, etc.) |
| 2. Research | Read about their life, work, challenges |
| 3. Key Moments | Identify key events in their fight against discrimination |
| 4. Present | Share with class through presentation, poster, or role-play |
| 5. Discuss | What challenges did they face? How did they overcome? What can we learn? |
💬 Discussion: "Why is equality important?"
Discussion Framework
| Question | Purpose |
|---|---|
| "How would you feel if you were treated differently because of your background?" | Build empathy |
| "What if only some children in class could use the playground?" | Connect to discrimination |
| "Can we be friends with people from different communities?" | Promote inclusion |
| "Why did Dr. Ambedkar fight for equal rights?" | Connect to history |
📋 Case Studies of Discrimination and Redressal
Activity: Case Study Analysis
| Step | Instructions |
|---|---|
| 1. Read | Provide age-appropriate case study (real or fictional) |
| 2. Identify | What happened? Who was discriminated against? On what basis? |
| 3. Discuss | Was it fair? What could be done? |
| 4. Connect to Law | Which law would apply? What does the Constitution say? |
| 5. Role Play | Act out how the situation could be resolved |
🎨 Posters on "Say No to Discrimination"
Activity: Poster Making
| Step | Instructions |
|---|---|
| 1. Theme | "Say No to Discrimination" or "All Equal, All Different" |
| 2. Message | Include a slogan promoting equality |
| 3. Visuals | Use symbols of unity, diversity, equality |
| 4. Display | Create a class/school exhibition |
| 5. Discuss | What message does your poster convey? |
📝 Sample Lesson Plan: "Understanding Social Justice"
📝 Chapter Summary: Key Points for PSTET Revision
🔑 Marginalisation
| Aspect | Definition |
|---|---|
| Marginalisation | Process of being pushed to the margins, excluded from mainstream |
| Causes | Social (caste), economic (landlessness), cultural (dominance) |
🔑 Scheduled Castes in Punjab
| Statistic | Value |
|---|---|
| SC Population in Punjab | 31.9% (highest in India) |
| Major Communities | Mazhabi Sikhs (26.33%), Ravidasia/Ramdasia (20.76%), Ad-dharmi (10.17%), Balmiki (8.6%) |
| Regional Concentration | Doaba region (40% of state's Dalits) |
🔑 Constitutional Provisions
| Article | Provision |
|---|---|
| Article 15 | Prohibits discrimination |
| Article 17 | Abolishes untouchability |
| Article 46 | Promotes educational/economic interests of weaker sections |
🔑 Key Laws
| Law | Purpose |
|---|---|
| Protection of Civil Rights Act, 1955 | Enforces abolition of untouchability |
| SC/ST Prevention of Atrocities Act, 1989 | Prevents atrocities; provides relief up to ₹5 lakh |
🔑 Punjab Government Initiatives
| Initiative | Achievement |
|---|---|
| Post-Matric Scholarship | 2,37,456 beneficiaries (35% increase) |
| Overseas Scholarship | Top 500 universities; full funding |
| PCS Crash Course | Ambedkar Institute, Mohali |
📝 Practice Questions for PSTET Preparation
Multiple Choice Questions
What percentage of Punjab's population belongs to Scheduled Castes as per Census 2011?
a) 25.5%
b) 28.3%
c) 31.9%
d) 35.2%Which is the largest Dalit community in Punjab?
a) Ravidasias
b) Ramdasias
c) Mazhabi Sikhs
d) Ad-dharmisArticle 17 of the Indian Constitution deals with:
a) Right to Equality
b) Abolition of untouchability
c) Right to Freedom
d) Right against ExploitationThe Protection of Civil Rights Act was enacted in which year?
a) 1950
b) 1955
c) 1989
d) 1995Under the SC/ST Prevention of Atrocities Act, what is the minimum relief for murder of an earning family member?
a) ₹1,00,000
b) ₹2,50,000
c) ₹5,00,000
d) ₹10,00,000According to the Overseas Scholarship Scheme of Punjab government, what is the age limit for applicants?
a) 30 years
b) 35 years
c) 40 years
d) 45 yearsWhich region of Punjab has the highest concentration of Dalit population?
a) Majha
b) Doaba
c) Malwa
d) KandiThe Mandal Commission report was implemented in which year?
a) 1980
b) 1985
c) 1990
d) 1995Who founded the Satyashodhak Samaj?
a) Dr. B.R. Ambedkar
b) Jyotirao Phule
c) Mahatma Gandhi
d) Kanshi RamAccording to the STC Monitoring System (Dec 2025), how many ST households have completed PMAY-G houses in Punjab?
a) 78
b) 178
c) 278
d) 378
Short Answer Questions
Define marginalisation. What are its main causes?
What is the demographic profile of Scheduled Castes in Punjab?
Explain the key provisions of the Protection of Civil Rights Act, 1955.
What are the main issues faced by Scheduled Tribes in India?
List any three initiatives of the Punjab government for SC students.
Long Answer Questions
Discuss the constitutional provisions for the protection of marginalized groups in India.
Analyze the provisions of the SC/ST Prevention of Atrocities Act, 1989, with reference to relief amounts.
Describe the contributions of Dr. B.R. Ambedkar to social justice in India.
Explain the concept of intersectionality with reference to Dalit women.
As a teacher, how would you help students understand the importance of social justice? Describe any two pedagogical activities.
✅ Chapter Completion Checklist
Before moving to Pedagogical Issues, ensure you can:
Define marginalisation and identify marginalized groups
Recall Punjab's SC population percentage (31.9%) and major communities
Explain Article 17 (abolition of untouchability)
Describe key provisions of Protection of Civil Rights Act, 1955
List Punjab government schemes with data (2.37 lakh beneficiaries)
Describe contributions of social reformers (Ambedkar, Phule)
Understand intersectionality
Plan biography project
Design poster activity on "Say No to Discrimination"
🔗 Online Resources for Further Learning
| Resource | Description | Link/How to Find |
|---|---|---|
| NCSC Official Website | Commission for Scheduled Castes | ncsc.nic.in |
| STC Monitoring System | Tribal affairs data | stcmis.gov.in |
| Census of India | Religious community data | censusindia.gov.in |
| Punjab Overseas Scholarship Portal | Apply for scholarships | nosmsje.gov.in |
| Ministry of Social Justice | Government schemes | socialjustice.gov.in |
🎓 Prepared for PSTET Aspirants
This chapter provides comprehensive coverage of "Social Justice and the Marginalised" as per PSTET Paper II syllabus. Understanding marginalisation, constitutional provisions, and government initiatives—with special reference to Punjab's unique Dalit demographics and recent government schemes —is essential for both the exam and your future teaching. Use the pedagogical activities to create an inclusive classroom where every student understands the importance of equality and social justice.
