Class 8 Civics chapter 6 question answer Confronting Marginalisation

Confronting Marginalisation class 8 questions and answers: Class 8 Political Science chapter 6 question answer

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Question 1: List two Fundamental Rights in the Constitution that Dalits can draw upon to insist that they be treated with dignity and as equals. Re-read the Fundamental Rights listed on page 14 to help you answer this question.

Answer 1: The Indian Constitution provides six Fundamental Rights to all citizens equally. The Dalits have a Fundamental Right to be treated with dignity and as equals.

(i) Right to Equality: All persons are equal before the law. No citizen can be discriminated against on the basis of his or her socioeconomic background, caste, religion, etc. Every person has equal right of access to all public places.

(ii) Right against Exploitation: The Constitution of India recognises the dignity of the individual and protect him against any form of exploitation either by the state or by privileged classes in the society.

Question 2: Re-read the story on Rathnam as well as the provisions of the 1989 Scheduled Castes and Scheduled Tribes (Prevention of Atrocities) Act. Now list one reason why you think he used this law to file a complaint.

Answer 2: Rathnam used the law to file a complaint because he was forced to leave the village along with his mother and other members of his family. He filed the complaint against the domination and violence of the powerful castes of the village.

Question 3: Why do Adivasi activists, including C.K. Janu, believe that Adivasis can also use this 1989 Act to fight against dispossession? Is there anything specific in the provisions of the Act that allows her to believe this?

Answer 3: The Adivasi activists, including C.K. Janu, believe that Adivasis can use the 1989 Act to fight against dispossession because this Act guarantees the tribals the right not to be dispossessed from the land resources forcibly. They specifically pointed out that this Act merely confirms what has already been promised to the tribal people in the Constitution – the land owned by any tribal people cannot be sold to or bought by non-tribal people. In cases where this has happened, the Constitution also guarantees the right of the tribal people to repossess their land.

Question 4: The poems and the song in this Unit allow you to see the range of ways in which individuals and communities express their opinions, their anger and their sorrow. In class, do the following two exercises:
(a) Bring to class a poem that discusses a social issue. Share this with your classmates. Work in small groups with two or more poems to discuss their meaning as well as what the poet is trying to communicate.
(b) Identify a marginalised community in your locality. Write a poem, or song, or draw a poster etc to express your feelings as a member of this community.

Answer 4: (a) Students can look for poems from different sources, for example Internet or they can talk to their parents and grandparents for some other sources. Then these poems are to be discussed in groups. 

(b) Identify a marginalized community in your locality. Write a poem, or song, or draw a poster etc., to express you feeling as a member of this community.

Ans. For e.g.:

A poem by Soyrabai: Soyrabai who herself belongs to the Mahar caste through her esteemed poem questions about the idea or the criterion behind being called a pure person. She argues that every human being is born in the same way and is equal. She cannot understand what makes one body less or more pure than the other. Pollution, a basic idea of caste should not be the tool for discrimination or to separate or deny access to spaces, work, knowledge or dignity. According to her, it does not occur through nature of work but through one’s clear ethnicity and beliefs.