Wednesday, 9 January 2019

Mahir pari's assignment on Cultural imperialism

Name : Goswami mahir pari c.
Sem : 3
Roll no. : 21
Email Id :goswamimahirpari786@gmail.com
Enrollment no :  20691084201180021
Submitted to : Department of English MKBU
Topic : Cultural imperialism

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Cultural imperialism comprises the cultural aspects of imperialism. Imperialism here refers to the creation and maintenance of unequal relationships between civilizations, favoring the more powerful civilization. Thus, cultural imperialism is the practice of promoting and imposing a culture, usually that of a politically powerful nation, over a less powerful society; in other words, the cultural hegemony of industrialized or economically influential countries which determine general cultural values and standardize civilizations throughout the world. The term is employed especially in the fields of history, cultural studies, and postcolonial theory. It is usually used in a pejorative sense, often in conjunction with calls to reject such influence. Cultural imperialism can take various forms, such as an attitude, a formal policy, or military action, insofar as it reinforces cultural hegemony.


Background and definitions
Although the Oxford English Dictionary has a 1921 reference to the "cultural imperialism of the Russians", John Tomlinson, in his book on the subject, writes that the term emerged in the 1960s and has been a focus of research since at least the 1970s. Terms such as "media imperialism", "structural imperialism", "cultural dependency and domination", "cultural synchronization", "electronic colonialism", "ideological imperialism", and "economic imperialism" have all been used to describe the same basic notion of cultural imperialism.

Various academics give various definitions of the term. American media critic Herbert Schiller wrote: "The concept of cultural imperialism today [1975] best describes the sum of the processes by which a society is brought into the modern world system and how its dominating stratum is attracted, pressured, forced, and sometimes bribed into shaping social institutions to correspond to, or even promote, the values and structures of the dominating centre of the system. The public media are the foremost example of operating enterprises that are used in the penetrative process. For penetration on a significant scale the media themselves must be captured by the dominating/penetrating power. This occurs largely through the commercialization of broadcasting."

Tom McPhail defined "Electronic colonialism as the dependency relationship established by the importation of communication hardware, foreign-produced software, along with engineers, technicians, and related information protocols, that vicariously establish a set of foreign norms, values, and expectations which, in varying degrees, may alter the domestic cultures and socialization processes." Sui-Nam Lee observed that "communication imperialism can be defined as the process in which the ownership and control over the hardware and software of mass media as well as other major forms of communication in one country are singly or together subjugated to the domination of another country with deleterious effects on the indigenous values, norms and culture."Ogan saw "media imperialism often described as a process whereby the United States and Western Europe produce most of the media products, make the first profits from domestic sales, and then market the products in Third World countries at costs considerably lower than those the countries would have to bear to produce similar products at home."

Downing and Sreberny-Mohammadi state: "Imperialism is the conquest and control of one country by a more powerful one. Cultural imperialism signifies the dimensions of the process that go beyond economic exploitation or military force. In the history of colonialism, (i.e., the form of imperialism in which the government of the colony is run directly by foreigners), the educational and media systems of many Third World countries have been set up as replicas of those in Britain, France, or the United States and carry their values. Western advertising has made further inroads, as have architectural and fashion styles. Subtly but powerfully, the message has often been insinuated that Western cultures are superior to the cultures of the Third World."Needless to say, all these authors agree that cultural imperialism promotes the interests of certain circles within the imperial powers, often to the detriment of the target societies.

The issue of cultural imperialism emerged largely from communication studies.However, cultural imperialism has been used as a framework by scholars to explain phenomena in the areas of international relations, anthropology, education, science, history, literature, and sports.


In history
Although the term was popularized in the 1960s, and was used by its original proponents to refer to cultural hegemonies in a post-colonial world, cultural imperialism has also been used to refer to times further in the past.

Ancient Rome
The Roman Empire has been seen as an early example of cultural imperialism.

Early Rome, in its conquest of Italy, assimilated the people of Etruria by replacing the Etruscan language with Latin, which led to the demise of that language and many aspects of Etruscan civilization.

Cultural Romanization was imposed on many parts of Rome's empire by "many regions receiving Roman culture unwillingly, as a form of cultural imperialism." For example, when Greece was conquered by the Roman armies, Rome set about altering the culture of Greece to conform with Roman ideals. For instance, the Greek habit of stripping naked, in public, for exercise, was looked on askance by Roman writers, who considered the practice to be a cause of the Greeks' effeminacy and enslavement. The Roman example has been linked to modern instances of European imperialism in African countries, bridging the two instances with Slavoj Zizek's discussions of 'empty signifiers'

The Pax Romana was secured in the empire, in part, by the "forced acculturation of the culturally diverse populations that Rome had conquered."

British Empire
British worldwide expansion in the 18th and 19th centuries was an economic and political phenomenon. However, "there was also a strong social and cultural dimension to it, which Rudyard Kipling termed the 'white man's burden'." One of the ways this was carried out was by religious proselytising, by, amongst others, the London Missionary Society, which was "an agent of British cultural imperialism." Another way, was by the imposition of educational material on the colonies for an "imperial curriculum". Morag Bell writes, "The promotion of empire through books, illustrative materials, and educational syllabuses was widespread, part of an education policy geared to cultural imperialism". This was also true of science and technology in the empire. Douglas M. Peers and Nandini Gooptu note that "Most scholars of colonial science in India now prefer to stress the ways in which science and technology worked in the service of colonialism, as both a 'tool of empire' in the practical sense and as a vehicle for cultural imperialism. In other words, science developed in India in ways that reflected colonial priorities, tending to benefit Europeans at the expense of Indians, while remaining dependent on and subservient to scientific authorities in the colonial metropolis."

The analysis of cultural imperialism carried out by Edward Said drew principally from a study of the British Empire. According to Danilo Raponi, the cultural imperialism of the British in the 19th century had a much wider effect than only in the British Empire. He writes, "To paraphrase Said, I see cultural imperialism as a complex cultural hegemony of a country, Great Britain, that in the 19th century had no rivals in terms of its ability to project its power across the world and to influence the cultural, political and commercial affairs of most countries. It is the 'cultural hegemony' of a country whose power to export the most fundamental ideas and concepts at the basis of its understanding of 'civilisation' knew practically no bounds." In this, for example, Raponi includes Italy.

Other pre-Second World War examples
The New Cambridge Modern History writes about the cultural imperialism of Napoleonic France. Napoleon used the Institut de France "as an instrument for transmuting French universalism into cultural imperialism." Members of the Institute (who included Napoleon), descended upon Egypt in 1798. "Upon arrival they organised themselves into an Institute of Cairo. The Rosetta Stone is their most famous find. The science of Egyptology is their legacy."

After the First World War, Germans were worried about the extent of French influence in the annexed Rhineland, with the French occupation of the Ruhr Valley in 1923. An early use of the term appeared in an essay by Paul Ruhlmann (as "Peter Hartmann") at that date, entitled French Cultural Imperialism on the Rhine.

Nazi colonialism Edit
Cultural imperialism has also been used in connection with the expansion of German influence under the Nazis in the middle of the twentieth century. Alan Steinweis and Daniel Rogers note that even before the Nazis came to power, "Already in the Weimar Republic, German academic specialists on eastern Europe had contributed through their publications and teaching to the legitimization Of German territorial revanchism and cultural imperialism. These scholars operated primarily in the disciplines Of history, economics, geography, and literature."

In the area of music, Michael Kater writes that during the WWII German occupation of France, Hans Rosbaud, a German conductor based by the Nazi regime in Strasbourg, became "at least nominally, a servant of Nazi cultural imperialism directed against the French."

In Italy during the war, Germany pursued "a European cultural front that gravitates around German culture". The Nazi propaganda minister Joseph Goebbels set up the European Union of Writers, "one of Goebbels's most ambitious projects for Nazi cultural hegemony. Presumably a means of gathering authors from Germany, Italy, and the occupied countries to plan the literary life of the new Europe, the union soon emerged as a vehicle of German cultural imperialism.

For other parts of Europe, Robert Gerwarth, writing about cultural imperialism and Reinhard Heydrich, states that the "Nazis' Germanization project was based on a historically unprecedented programme of racial stock-taking, theft, expulsion and murder." Also, "The full integration of the [Czech] Protectorate into this New Order required the complete Germanization of the Protectorate's cultural life and the eradication of indigenous Czech and Jewish culture."

The actions by Nazi Germany reflect on the notion of race and culture playing a significant role in imperialism. The idea that there is a distinction between the Germans and the Jews has created the illusion of Germans believing they were superior to the Jewish inferiors, the notion of us/them and self/others.



U.S cultural imperialism has two major goals, one economic and the other political: to capture markets for its cultural commodities and to establish hegemony by shaping popular consciousness. The export of entertainment is one of the most important sources of capital accumulation and global profits displacing manufacturing exports. In the political sphere, cultural imperialism plays a major role in dissociating people from their cultural roots and traditions of solidarity, replacing them with media created needs which change with every publicity campaign. The political effect in to alienate people from traditional class and community bonds, atomizing and separating individuals from each other.

Cultural imperialism emphasizes the segmentation of the working class: stable workers are encouraged to dissociate themselves from temporary workers, who in turn separate themselves from the unemployed, who are further segmented among themselves within the 'underground economy'. Cultural imperialism encourage working people to think of themselves as part of a hierarchy emphasizing minute differences in life style, in race and gander, with those below them rather than the vast inequalities that separate them from those above.

The principle target of cultural imperialism is the political and economic exploitation of youth. Imperial entertainment and advertisement target young people who are most vulnerable to U.S. commercial propaganda. The message is simple and direct: 'modernity' in associated with consuming U.S. media products. Youth represent a major market for U.S. cultural export and they are most susceptible to the consumerist-individualist propaganda. The mass media manipulates adolescent rebelliousness by appropriating the language of the left and channeling discontent into consumer extravagances. Cultural imperialism focuses on youth not only as a market but also for political reasons: to undercut a political threat in which personal rebellion could become political revolt against economic as well as cultural forms of control.

Over the past decade progressive movements confront a paradox: while the great majority of the people in the Third World experience deteriorating living standards, growing social and personal insecurity and decay in public services (while affluent minorities prosper as never before) the subjective response to these conditions has been sporadic revolts, sustained, but local activities and large scale protests of short duration. In a word, there is a profound gap between the growing inequalities and socio-economic conditions on the one hand and the weaknesses of revolutionary or radical subjective responses. The maturing 'objective conditions' in the Third World have not been accompanied by the growth of subjective forces capable of transforming the state or society. It is clear that there is no 'automatic- relationship between socio-economic regression and socio-political transformation. Cultural intervention (in the broadest sense including ideology, consciousness, social action) is the crucial link converting objective conditions into conscious political intervention. Paradoxically, imperial policy-makers seem to have understood the importance of cultural dimensions of political practice far better than their adversaries.

Cultural Domination and Global Exploitation

Imperialism cannot be understood merely as an economic-military system of control and exploitation. Cultural domination is an integral dimension to any sustained system of global exploitation.

In relation to the Third World, cultural imperialism can be defined as the systematic penetration and domination of the cultural life of the popular classes by the ruling class of the West in order to reorder the values, behavior, institutions and identity of the oppressed peoples to conform with the interests of the imperial classes. Cultural imperialism has taken both 'traditional' and modern forms. In past centuries, the Church, educational system, and public authorities played a major role in inculcating native peoples with ideas of submission and loyalty in the name of divine or absolutist principles. While these 'traditional' mechanisms of cultural imperialism still operate, new modern instrumentalities rooted in contemporary institutions have become increasingly central to imperial domination.

The mass media, publicity, advertisement and secular entertainers and intellectuals play a major role today. In the contemporary world, Hollywood, CNN and Disneyland are more influential than the Vatican, the Bible or the public relations rhetoric of political figures. Cultural penetration is closely linked to politico-military domination and economic exploitation. U.S. military interventions in support of the genocidal regimes in Central America which protect its economic interests are accompanied by intense cultural penetration. U.S. financed evangelicals invade Indian villages to inculcate messages of submission among the peasant-Indian victims. International conferences are sponsored for domesticated intellectuals to discuss 'democracy and market'. Escapist television programs sow illusions from "another world". Cultural penetration is the extension of counter-insurgency warfare by non-military means.

New Features of Cultural Colonialism

Contemporary cultural colonialism [CCC] is distinct from past practices in several senses:

(1) It is oriented toward capturing mass audiences, not just converting elites.

(2) The mass media, particularly television, invade the household and function from the 'inside' and 'below' as well as from 'outside' and above.

(3) CCC is global in scope and homogenizing in its impact: the pretense of universalism serves to mystify the symbols, goals and interests of the imperial power.

(4) The mass media as instruments of cultural imperialism today are 'private' only in the formal sense: the absence of formal state ties provides a legitimate cover for the private media projecting imperial state interests as 'news' or 'entertainment'.

(5) Under contemporary imperialism, political interests are projected through non-imperial subjects. -News reports' focus on the personal biographies of mercenary peasant-soldiers in Central America and smiling working class U.S. blacks in the Gulf War.

(6) Because of the increasing gap between the promise of peace and prosperity under unregulated capital and the reality of increasing misery and violence, the mass media have narrowed even further the possibilities of alternative perspectives in their programs. Total cultural control is the counterpart of the total separation between the brutality of real-existing capitalism and the illusory promises of the free market.

(7) To paralyze collective responses, cultural colonialism seeks to destroy national identities or empty them of substantive socio-economic content. To rupture the solidarity of communities, cultural imperialism promotes the cult of 'modernity' as conformity with external symbols. In the name of 'individuality', social bonds are attacked and personalities are reshaped according to the dictates of media messages. While imperial arms disarticulate civil society, and banks pillage the economy, the imperial media provide individuals with escapist identities.

Cultural imperialism provides devastating demonological caricatures of revolutionary adversaries, while encouraging collective amnesia of the massive violence of pro-Western countries. The Western mass media never remind their audience of the murder by anti-communist pro-U.S. regimes of 100,000 Indiana in Guatemala, 75,000 working people in El Salvador, 50,000 victims in Nicaragua. The mass media, cover up the great disasters resulting from the introduction of the market in Eastern Europe and the ex-U.S.S.R., leaving hundreds of millions Impoverished.

Mass Media: Propaganda and Capital Accumulation

The mass media is one of the principal sources of wealth and power for U.S. capital as it extends its communication networks throughout the world. An increasing percentage of the richest North Americans derive their wealth from the mass media. Among the 400 wealthiest Americans the percentage deriving their wealth from the mass media increased from 9.5 percent in 1982 to 18 percent in 1989. Today almost one out of five of the richest North Americans derive their wealth from the mass media. Cultural capitalism has displaced manufacturing as a source of wealth and influence in the U.S.

The mass media have become an integral part of the U.S. system of global political and social control, as well as a major source of super profits. As the levels of exploitation, inequality and poverty increase in the Third World, Western controlled mass communications operate to convert a critical public into a passive mass. Western media celebrities and mass entertainment have become important ingredients in deflecting potential political unrest. The Reagan presidency highlighted the centrality of media manipulation through highly visible but politically reactionary entertainers, a phenomena which has spread to Latin American and Asia.

There is a direct relation between the increase in the number of television sets in Latin America, the decline of income and the decrease in mass struggle. In Latin America between 1980, and 1990, the number of television sets per inhabitant increased 40 percent,, while the real average income declined 40 percent, and a host of neo-liberal political candidates heavily dependent on television images won the presidency. The increasing penetration of the mass media among the poor, the growing investments and profits by U.S. corporations in the sale of cultural commodities and the saturation of mass audiences with messages that provide the poor with vicarious experiences of individual consumption and adventure defines the current challenge of cultural colonialism.

U.S. media messages are alienating to Third World people in a double sense. They create illusions of 'international' and 'cross class' bonds. Through television images a false intimacy and an imaginary link is established between the successful subjects of the media and the impoverished spectators in the 'barrios'. These linkages provide a channel through which the discourse of individual solutions for private problems is propagated. The message is clear. The victims are blamed for their own poverty, success depends on individual efforts. Major TV satellites, U.S. and European mass media outlets in Latin America avoid any critique of the politico-economic origins and consequences of the new cultural imperialism that has temporarily disoriented and immobilized millions of impoverished Latin Americans. Imperialism and the Politics of Language Cultural imperialism has developed a dual strategy to counter the Left and establishing hegemony. On the one hand, it seeks to corrupt the political language of the left; on the other it acts to desensitize the general public to the atrocities committed by Western powers.

During the 1980's the western mass media systematically appropriated basic ideas of the left, emptied them of their original content and refilled them with a reactionary message. For example, the mass media described politicians intent in restoring capitalism and stimulating inequalities as "reformers" or "revolutionaries", while their opponents were labeled "conservatives". Cultural imperialism sought to promote ideological confusion and political disorientation by reversing the meaning of political language. Many progressive individuals became disoriented by this ideological manipulation. As a result, they were vulnerable to the claims of imperial ideologues who argue that the terms "Right" and "Left" lacked any meaning, that the distinctions have lost significance, that ideologies no longer have meaning. By corrupting the language of the Left and distorting the content of the Left and Right, cultural imperialists hope to undermine the political appeals and political practices of the anti-imperialist movements.

The second strategy of cultural imperialism was to de-sensitize the public; to make mass murder by the Western states routine, acceptable activities. Mass bombings in Iraq were presented in the form of video games. By trivializing crimes against humanity, the public is desensitized from its traditional belief that human suffering is wrong. By emphasizing the modernity of new techniques of warfare, the mass media glorify existing elite power - the techno-warfare of the West. Cultural imperialism today includes "news" reports in which the weapons of mass destruction are presented with human attributes while the victims in the Third World are faceless "aggressors- terrorists".

Global cultural manipulation is sustained by the corruption of the language of politics. In Eastern Europe, speculators and mafioso seizing land, enterprises and wealth are described as "reformers". Contrabandists are described as "innovating entrepreneurs". In the West the concentration of absolute power to hire and fire in the hands of management and the increased vulnerability and insecurity of labor is called "labor flexibility". In the Third World the selling of national public enterprise to giant multi-national monopolies is described as "breaking-up monopolies". "Reconversion" is the euphemism for reversion to 19th century condition of labor stripped of all social benefits. "Restructuring" is the return to specialization in raw materials or the transfer of income from production to speculation. "Deregulation" is the shift in power to regulate the economy from the national welfare state to the international banking, multi-national power elite. "Structural adjustments" in Latin America mean transferring resources to investors and lowering payments to labor. The concepts of the left (reform, agrarian reform, structural changes) were originally oriented toward redistributing income. These concepts have been coopted and turned into symbols for reconcentrating wealth, income and power into the hands of Western elites. And of course all the private cultural institutions of imperialism amplify and propagate this Orwellian disinformation. Contemporary cultural imperialism has debased the language of liberation, converting it into symbols of reaction.

Cultural Terrorism: The Tyranny of Liberalism

Just as western state terrorism attempts to destroy social movements, revolutionary governments and disarticulate civil society, economic terrorism as practiced by the IMF and private bank consortia, destroy local industries, erode public ownership and savages wage and salaried household. Cultural terrorism is responsible for the physical displacement of local cultural activities and artists. Cultural terrorism by preying on the psychological weaknesses and deep anxieties of vulnerable Third World peoples, particularly their sense of being "backward", "traditional" and oppressed, projects new images of "mobility" and "free expression", destroying old bonds to family and community, while fastening new chains of arbitrary authority linked to corporate power and commercial markets.

The attacks on traditional restraints and obligations is a mechanism by which the capitalist market and state becomes the ultimate center of exclusive power. Cultural imperialism in the name of "self expression" tyrannizes Third World people fearful of being labeled "traditional", seducing and manipulating them by the phony images of classless "modernity". Cultural imperialism questions all pre-existing relations that are obstacles to the one and only sacred modern deity: the market. Third World peoples are entertained, coerced, titillated to be modern', to submit to the demands of capitalist market to discard comfortable, traditional, loose fitting clothes for ill fitting unsuitable tight blue jeans.

Cultural imperialism functions best through colonized intermediaries, cultural collaborators. The prototype imperial collaborators are the upwardly mobile Third World professionals who imitate the style of their patrons. These collaborators are servile to the West and arrogant to their people, prototypical authoritarian personalities. Backed by the banks and multinationals, they wield immense power through the state and local mass media. Imitative of the West, they are rigid in their conformity to the rules of unequal competition, opening their country and peoples to savage exploitation in the name of free trade. Among the prominent cultural collaborators are the institutional intellectuals who deny class domination and imperial class warfare behind the jargon of objective social science. They fetishize the market as the absolute arbiter of good and evil. Behind the rhetoric of 'regional cooperation", the conformist intellectuals attack working class and national institutions which constrain capital movements -- their supporters isolated and marginalized.

Today throughout the Third World, Western funded Third World intellectuals have embraced the ideology of concertation (class collaboration). The notion of interdependence has replaced imperialism. And the unregulated world market is presented as the only alternative for development. The irony is that today as never before the "market" has been least favorable to the Third World. Never have the U.S., Europe and Japan been so aggressive in exploiting the Third World. The cultural alienation of the institutional intellectuals from the global realities is a byproduct of the ascendancy of Western cultural imperialism. For those critical intellectuals who refuse to join the celebration of the market, who are outside of the official conference circuits, the challenge is to once again return to the class and anti-imperialist struggle.

North Americanization and the Myth of an International Culture

One of the great deceptions of our times is the notion of 'internationalization' of ideas, markets and movements. It has become fashionable to evoke terms like "globalization" or "internationalization" to justify attacks on any or all forms of solidarity, community, and/or social values. Under the guise of "internationalism", Europe and the U.S. have become dominant exporters of cultural forms most conducive to depoliticizing and trivializing everyday existence. The images of individual mobility, the "self-make person", the emphasis on "self-centered existence" (mass produced and distributed by the U.S. mass media industry) now have become major instruments in dominating the Third World.

Neo-liberalism continues to thrive not because it solves problems, but because it serves the interest of the wealthy and powerful and resonates among some sectors of the impoverished self-employed who crowd the streets of the Third World. The North Americanization of Third World cultures takes place with the blessing and support of the national ruling classes because it contributes to stabilize their rule. The new cultural norms -- the private over the public, the individual over social, the sensational and violent over everyday struggles and social realities -- all contribute to inculcating precisely the egocentric values that undermine collective action. The culture of images, of transitory experiences, of sexual conquest, works against reflection, commitment and shared feelings of affection and solidarity. The North Americanization of culture means focusing popular attention on celebrities, personalities and private gossip -- not on social depth, economic substance and the human condition. Cultural imperialism distracts from power relation and erodes collective forms of social action.

The media culture that glorifies the 'provisional' reflects the rootlessness of U.S. capitalism -- its power to hire and fire, to move capital without regard for communities. The myth of "freedom of mobility" reflects the incapacity of people to establish and consolidate community roots in the face of the shifting demands of capital. North American culture glorifies transient, impersonal relations as "freedom" when in fact these conditions reflect the anomie and bureaucratic subordination of a mass of individuals to the power of corporate capital. North Americanization involves a wholesale assault on traditions of solidarity in the name of modernity, attacks on class loyalties in the name of individualism, the debasement of democracy through massive media campaigns focusing on personalities.

The new cultural tyranny is rooted in the omnipresent repetitive singular discourse of the market, of a homogenized culture of consumption, of a debased electoral system. The new media tyranny stands alongside the hierarchical state and economic institutions that reach from the board roams of the international banks to the villages in the Andes. The secret of the success of North American cultural penetration of the Third World is its capacity to fashion fantasies to escape from misery, that the very system of economic and military domination generates. The essential ingredients of the new cultural imperialism is the fusion of commercialism-sexuality-conservatism each presented as idealized expressions of private needs, of individual self-realization. To some Third World people immersed in everyday dead end jobs, struggles for everyday survival, in the midst of squalor and degradation, the fantasies of North American media, like the evangelist, portray "something better", a hope in a future better life -- or at least the vicarious pleasure of watching others enjoying it.

Impact of Cultural Imperialism

If we want to understand the absence of revolutionary transformation, despite the maturing of revolutionary conditions, we must reconsider the profound psychological impact of state violence, political terror and the deep penetration of cultural/ideological values propagated by the imperial countries and internalized by the oppressed peoples. The state violence of the 1970's and early 1980's created long term, large scale psychic damage -- fear of radical initiatives, distrust of collectivities, a sense of impotence before established authorities -- even as the same authorities are hated. Terror turned "people inward" toward private domains.

Subsequently, neo-liberal policies, a form of "economic terrorism", resulted in the closing of factories, the abolition of legal protection of labor, the growth of temporary work, the multiplication of low paid individual enterprises. These policies further fragmented working class and urban communities. In this context of fragmentation, distrust and privatization, the cultural message of imperialism found fertile fields to exploit vulnerable peoples' sensibilities, encouraging and deepening personal alienation, self-centered pursuits and individual competition over ever scarce resources.

Cultural imperialism and the values it promotes has played a major role in preventing exploited individuals from responding collectively to their deteriorating conditions. The symbols, images and ideologies that have spread to the Third World are major obstacles to the conversion of class exploitation and growing immiseration into class conscious bases for collective action. The great victory of imperialism is not only the material profits, but its conquest of the inner space of consciousness of the oppressed directly through the mass media and indirectly through the capture (or surrender) of its intellectual and political class. Insofar as a revival of mass revolutionary politics is possible, it must begin with open warfare not only with the conditions of exploitation but with culture that subjects its victims.

Limits of Cultural Imperialism

Against the pressures of cultural colonialism is the reality principle: the personal experience of misery and exploitation imposed by Western multinational banks, the police/military repression enforced by U.S. supplied arms. Everyday realities which the escapist media can never change. Within the consciousness of the Third World peoples there is a constant struggle between the demon of individual escape (cultivated by the mass media) and the intuitive knowledge that collective action and responsibility is the only practical response. In times of ascending social mobilizations, the virtue of solidarity takes precedence; in times of defeat and decline, the demons of individual rapacity are given license.

There are absolute limits in the capacity of cultural imperialism to distract and mystify people beyond which popular rejection sets in. The TV "table of plenty" contrasts with the experience of the empty kitchen; the amorous escapades of media personalities crash against a houseful of crawling, crying hungry children. In the street confrontations, Coca Cola becomes a Molotov cocktail. The promise of affluence becomes an affront to those who are perpetually denied. Prolonged impoverishment and widespread decay erode the glamour and appeal of the fantasies of the mass media. The false promises of cultural imperialism become the objects of bitter jokes relegated to another time and place.

The appeals of cultural imperialism are limited by the enduring ties of collectivities -- local and regional -- which have their own values and practices. Where class, racial, gender and ethnic bonds endure and practices of collective action are strong, the influence of the mass media are limited or rejected.

To the extent that preexisting cultures and traditions exist, they form a "closed circle" which integrates social and cultural practices that look inward and downward, not upward and outward. In many communities there is a clear rejection of the "modernist" developmental- individualist discourse associated with the supremacy of the market. The historical roots for sustained solidarity and anti-imperial movements are found in cohesive ethnic and occupational communities; mining towns, fishing and forestry villages, industrial concentrations in urban centers. Where work, community and class converge with collective cultural traditions and practices, cultural imperialism retreats. The effectiveness of cultural imperialism does not depend merely on its technical skills of manipulation, but on the capacity for the state to brutalize and atomize the populace, to deprive it of its hopes and collective faith in egalitarian societies.

Cultural liberation involves not merely "empowering" individuals or classes, but is dependent on the development of a socio-political force capable of confronting the state terror that precedes cultural conquest. Cultural autonomy depends on social power and social power is perceived by the ruling classes as a threat to economic and state power. Just as cultural struggle is rooted in values of autonomy, community and solidarity which are necessary to create the consciousness for social transformations, political and military power is necessary to sustain the cultural bases for class and national identities. Most important, the Left must recreate a faith and vision of a new society built around spiritual as well as material values: values of beauty and not only work. Solidarity linked to generosity and dignity. Where modes of production are subordinated to efforts to strengthen and deepen longstanding personal bonds and friendship.

Socialism must recognize the longings to be alone to be intimate as well as to be social and collective. Above all, the new vision must inspire people because it resonates with their desire not only to be free from domination but free to create a meaningful personal life informed by affective non-instrumental relations that transcend everyday work even as it inspires people to continue to struggle. Cultural imperialism thrives as much on novelty, transitory relations and personal manipulation, but never on a vision of authentic, intimate ties based on personal honesty, gender equality and social solidarity. Personal images mask mass state killings, just as technocratic rhetoric rationalize weapons of mass destruction ('intelligent bombs'). Cultural imperialism in the era of 'democracy' must falsify reality in the imperial country to justify aggression -- by converting victims into aggressors and aggressors into victims.

Mahir pari's assignment on Mrs.Ramsay character with Indian woman condition ( history )

Name : Goswami mahir pari c.
Sem : 3
Roll no. : 21
Email Id : goswamimahirpari786@gmail.com
Enrollment no :  20691084201180021
Submitted to : Department of English MKBU
Topic : Mrs.Ramsay character with Indian woman condition ( history )

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Mrs. Ramsay emerges from the novel’s opening pages not only as a woman of great kindness and tolerance but also as a protector. Indeed, her primary goal is to preserve her youngest son James’s sense of hope and wonder surrounding the lighthouse. Though she realizes (as James himself does) that Mr. Ramsay is correct in declaring that foul weather will ruin the next day’s voyage, she persists in assuring James that the trip is a possibility. She does so not to raise expectations that will inevitably be dashed, but rather because she realizes that the beauties and pleasures of this world are ephemeral and should be preserved, protected, and cultivated as much as possible. So deep is this commitment that she behaves similarly to each of her guests, even those who do not deserve or appreciate her kindness. Before heading into town, for example, she insists on asking Augustus Carmichael, whom she senses does not like her, if she can bring him anything to make his stay more comfortable. Similarly, she tolerates the insufferable behavior of Charles Tansley, whose bitter attitude and awkward manners threaten to undo the delicate work she has done toward making a pleasant and inviting home.

As Lily Briscoe notes in the novel’s final section, Mrs. Ramsay feels the need to play this role primarily in the company of men. Indeed, Mrs. Ramsay feels obliged to protect the entire opposite sex. According to her, men shoulder the burden of ruling countries and managing economies. Their important work, she believes, leaves them vulnerable and in need of constant reassurance, a service that women can and should provide. Although this dynamic fits squarely into traditional gender boundaries, it is important to note the strength that Mrs. Ramsay feels. At several points, she is aware of her own power, and her posture is far from that of a submissive woman. At the same time, interjections of domesticated anxiety, such as her refrain of “the bill for the greenhouse would be fifty pounds,” undercut this power.

Ultimately, as is evident from her meeting with Mr. Ramsay at the close of “The Window,” Mrs. Ramsay never compromises herself. Here, she is able—masterfully—to satisfy her husband’s desire for her to tell him she loves him without saying the words she finds so difficult to say. This scene displays Mrs. Ramsay’s ability to bring together disparate things into a whole. In a world marked by the ravages of time and war, in which everything must and will fall apart, there is perhaps no greater gift than a sense of unity, even if it is only temporary. Lily and other characters find themselves grasping for this unity after Mrs. Ramsay’s death.



In ancient time women's condition in India.

We have to discuss the position of women during the Vedic, post Vedic and the epic period in order to get a full picture of the status of women in ancient India.
Women in the Vedic and the post Vedic Periods:
The Indian cultural tradition begins with the Vedas. It is generally believed that the Vedic period is spread over from 300 BC to 600 B.C. Some general observations and broad generalization can only be made regarding the status of women during this vast period.

(1) Freedom Enjoyed By Women:
The degree of freedom given to women to take part in public activities indicates the nature of the status enjoyed by women during Vedic period. Women never observed “purdah”. They enjoyed freedom. They enjoyed freedom in selecting their male partner. They could educate themselves Widows were permitted to remarry. Divorce was however not permissible to them. Even men did not have the right to divorce their wives. Women were given complete freedom in family matters and were treated as “Ardhanginis”.
(2) Equal Educational opportunities for women:
Daughters were never ill-treated although male children were preferred to female children. They also received education like boys and went through the “Brahmaachary” discipline including the “Upanayana” ritual. Women studied the Vedic literature like men and some of them like Lopamudra, Ghosa and Sikata-Nivavari figure among the authors of the vedic hymns. Many girls in well-to-do families used to be given a fair amount of education down to about B.C 300.

(3) Position of Women in Matters Relating To Marriage and Family Affairs:
(4) Economic Production and occupational Freedom:
Vedic women had economic freedom. Some women were engaged in teaching work. Home was the place of production. Spinning and weaving of clothes were done at home. Women also helped their husbands in agricultural purists.
(5) Property Rights and
Women rights were very much limited in inheriting property. A married daughter had no share in her father’s property but each spinster was entitled to one-fourth share of patrimony received by her brothers. Women had control over gifts and property etc. received by a woman at the time of marriage but the bulk of the family property was under the control and management of the patriarch.

As a wife, a woman had no direct share in her husband’s property. However, a forsaken wife was entitled to 1/3rd of her husband’s wealth. A widow was expected to lead an ascetic life and had no share in her husband’s property. Thus it could be generalized that the social situation was not in favour of women possessing property and yet protection was given to them as daughters and wives.
(6) Role in the Religious Field:
In the religious field, wife enjoyed full rights and regularly participated in religious ceremonies with her husband. Religious ceremonies and sacrifices were performed jointly by the husband and the wife. Women even participated actively in religious discourses. There was no bar for women to read or study any of our sacred literature.
Role of Women in Public Life:
Women could shine as debaters in public assemblies. They usually occupied a prominent place in social gatherings but they were denied entry, into the “Sabhas” because these places besides being used for taking political decisions were also used for gambling, drinking and such others purposes. Women’s participation in public meetings and debates, however, became less and less common in later Vedic period.
It may thus be concluded that in Vedic India, women did not enjoy an inferior status rather they occupied an honourable place. They had ample rights in the social and the religious fields and limited rights in the economic and the political fields. They were not treated as inferior or subordinate but equal to men.
Status of women during the Epicperiod:
Women during the Period of Dharmashatras and Purans:
During the period of Dharmashastras and puranas the status of women gradually declined and underwent a major change. The girls were deprived of formal education Daughters were regarded as second class citizens. Freedom of women was curtailed. Sons were given more weightage than daughters Girls were prevented from learning the Vedas and becoming Brahma charinis.
Manu, the law giver of Indian society gave the statement that women have to be under father during childhood, under her husband during youth and under her son during old age”. At no stage shall she deserve freedom. However he balanced this with the statement that a society in which the woman was not honoured would be condemned to damnation.
Due to the various restrictions imposed on the freedom of women some problems started creeping in. In the social fields, pre-puberty marriage came to be practiced, widow remarriage was prohibited, husband was given the status of God for a woman, education was totally denied to woman, custom of ‘Sati’ became increasingly prevalent, purdah system came into vogue and practice of polygyny came to be tolerated.
In the economic field a woman was totally denied a share in her husband’s property by maintaining that a wife and a slave cannot own property. In the religious field, she was forbidden to offer sacrifices and prayers, practise penance and undertake pilgrimages.
Factors That Caused the Degradation of Women:
Prabhati Mukharjee, the renounced sociologist has identified some reasons for the low status of women in post Vedic period. These reasons are imposition of Brahmanical austerities on the entire society, rigid restrictions imposed by the caste system and the joint family system, lack of educational facilities for women, introduction of the non-Aryan wife into the Aryan house hold and foreign invasions.
Women in the Buddhist Period:
The status of women improved a little during the Buddhist period though there was no tremendous change. Some of the rigidities and restrictions imposed by the caste system were relaxed. Buddha preached equality and he tried to improve the cultural, educational and religious statuses of women. During the benevolent rule of the famous Buddhist kings such as Chandragupta Maurya, Ashoka, Sri Harsha and others, women regained a part of their lost freedom and status due to the relatively broadminded Buddhist philosophy.
Women were not only confined to domestic work but also they could resort to an educational career if they so desired. In the religious field women came to occupy a distinctly superior place. Women were permitted to become “Sanyasis”. Many women took a leading role in Buddhist monastic-life, women had their sangha called the Bhikshuni Sangha, which was guided buy the same rules and regulations as these of the monks. The sangha opened to them avenues of cultural activities and social service and ample opportunities for public life. Their political and economic status however remained unchanged.
Status of women in the Medieval India:
The Medieval period (Period between 500 A. D to 1500 A.D) proved to be highly disappointing for the Indian women, for their status further deteriorated during this period. Muslim invasion of India changed the direction of Indian history. The influx of foreign invaders and the Brahmanical iron laws were main causes for such degradation.
As far as a woman was concerned, her freedom was curtailed, knowledge of not only the scriptures but even letters was denied to her and her status was reduced to that of an appendage on man. Caste laws dominated the entire social life widow remarriage and levirate’s were disallowed. Women could not inherit property. Girls were treated more as burdens or liabilities than as assets.
Moreover the status of women reduced to the status of slaves during medieval period. The women faced many problems such as child marriage purdah system, practice of Sati etc. Throughout the medieval period, the status of women went on declining.
However, during the 14th and 15th centuries, the social situation had undergone some change Ramanujacharya organised the first Bhakti Movement during this period which introduced new trends in the social and the religious life of women in India. The great saints like chaitanya, Nanak, Kabir and others fought for the rights of women to religious worship. Really the Bhakti Movement unlocked the gate of religious freedom to women. As a result of this freedom, they secured certain social freedom also. The purdah system was abolished women could go out of their families to attend pravachanas, Krirtans, Bhajans, and so on.
The system “Grihashram” of Bhakti Movement did not permit saints to take to sanyas without the consent of wife. This condition gave some important right to women. The saints of the Bhakti Movement encouraged women to read religious books and to educate themselves.
Thus the Bhakti movement gave a new life to women but this movement did not bring any change in the economic structure of the society and hence women continued to hold low status in the society’. The revival of ‘Sati’ the prohibition of remarriage, the spread of “Purdah” and the greater prevalence of polygamy made her position very bad. Thus there was a vast gap between the status of woman in the early Vedic period and that in the Medieval period and onwards.

Women held and honored position in the vedic age and was quit competent to take part in every aspect of the social, intellectual and spiritual life of the race.
During the period that followed the Vedic Age, there was gradual deterioration in her position, but she still retained a large measure of freedom in the disposal of her own person and fortune. But with the advent of Islam, new social forces appeared on the Indian horizon. The position of women altogether changed to a great extent. Some of the special features of the condition and position of women during the Mughal period are described in below paragraphs.

The Pardah system, in all probability was unknown in ancient India.“Its general

adoption,” according to Dr. A.S.Altekar, “is subsequent to the advent of Muslim rule in India.” Pardah was strictly observed in their native lands. Naturally in a foreign country like India grater stress was laid on it. Even a liberal king like Akbar had to issue order that “If a young woman was found running about the streets and bazaar of the town and while so doing did not veil herself or allowed herself to become unveiled….. she was to go to the quarters of the prostitutes and take us the profession.”

            Pardah was strictly observed among high class families of both the communities during the Mughal period. Ovinton writes, “All the women of fashion in India are closely preserved by their husbands who forbid them the very sight of strangers.” Even male doctors were not allowed to face the ailing ladies of noble and princely families. Della Valle writes that unveiled ladies were supposed to be either poor or dishonest. There is very interesting to note that when a princess desired to ride on an elephant, the animal was made to enter a tent near the palace-gate and the Mahout covered his face with a clothe so that he might not see the princess when she entered into the covered howdah. If for any reason a Muslim lady of rank discarded Pardah even for a temporary period, the consequences for her were disastrous, However, Nurjahan was a notable exception who came out in public unveiled.

Pardah was no less strictly among middle class Muslim ladies who dared not move out of doors without a veil. But no such coercive Pardah system seems to have been observed among the Hindu middle class and certainly not among the Hindu masses. Hindus, however, adopted Pardah for two reason-first as a protective measure to same the honor of their women-folk and to maintain the purity of their social order and secondly as a tendency to imitate the ruling class. Hindu women had sufficient liberty to go out and enjoy the open air. They helped their husbands in their respective works.


            The birth of daughter was considered inauspicious. The very silence with which a female child was received was indicative of of disappointment. Even in the royal families it were the women who rejoiced and feasted on the birth of a daughter, whereas the whole court used to participate in the celebration. If a Prince was born. Even Akbar had “resolved within himself that if Almighty God should bestow a mausoleum, a distance of about 140km’s.”A wife who unfortunately happened to give birth to girls in succession was disposed and even sometimes divorced. Female in fanaticize as also popular is among the uncultured stratum of Rajput society.

The Quran, no doubt, permits a Mohammedan to marry four wives at a time, but monogamy seems to have been the rule among the lower stratum of society in both the communities, during the Mughal period. Akbar had issued definite orders that a man of ordinary means should not possess more than one wife unless the first proed to be barren. He considered it to be highly injurious to a man’s health as well as economy to keep more than one wife. Mirza Aziz Koba’s well-known proverb deserves mention. He used to say that “a man should marry four wives, a Persian to have somebody to take to, a Khurasani for his housework, a Hindu woman for nursing his children and a woman of Mavarunnahar to have someone of the whip as a warming for the three.” The co-wives rivaled each other and thus domestic unhappiness was the natural outcome.

AS we are considered as best IAS Coaching in Lucknow so that it is our responsibility to let you know that how to prepare IAS exam, In this sequence we are telling you about medieval India’s women conditions.

            Hindus, with the exception of a small number of prices and very wealthy persons, strictly restricted themselves to monogamy as enjoined by their social custom. Della Valle writes. “Hindus take but on a wife and never divorce her till death, except for the cause of adultery. In the extreme case, if a wife proved to be barren, they had the liberty to marry another with the consent of the Brahmins.

   On account of political and socio-religious circumstances of the time, childmarriage in medieval Indiaparents tried to marry their daughters as early as possible. The custom in those days did not allow, for whatever reasons, the girl to remain in the parent’s home for more for more than 6 to 8 years after their birth. One of the Brahmins generals of the Peshwa was filled with great anxiety because his daughter’s marriage could not be arranged at the age of nine. “If the marriage is postponed to the next year”, he wrote from the battlefield, “the bride will be as old as ten. It will be a veritable calamity and scandal.” Child-marriage left no room for either the bride or the bridegroom the have time to think of a mate of their own choice. Money played an important part when a marriage was arranged between persons of unequal ages or social status.

            As a wife, the Indian girl was under the command of her mother-in-law. She had to please every member of the family and do all sorts of domestic works, including the cleaning of cooking pots and utensils. But when grown up and away from this dominating influence of her mother-in-law, a middle-class lady had large powers in the management of the household. She had considerable say in the administration and management of her household.

widow condition in medieval India

           Divorce and marriages, common among Muslims were prohibited to Hindu women. Widow-remarriage, except for the lower caste people, had disappeared almost completely in Hindu society during the early medieval age. This custom suffered little change during the Mughal days and was even more rigorously enforced. Sati was a prevalent practice, in spite of the efforts of the Mughals to check it. Even the betrothed girls had to commit sati on the funeral pyres of there would be the headband. Widowhood was considered a punishment for the sins of one’s previous life. Society looked upon them.

            Whatever might have been the position of woman as a girl, bride, and widow, she certainly occupied a most respectable position in society as a mother. Manu emphatically asserts that a mother is more to be reversed than a thousand fathers.” Apastambha writes, “women as mothers are the best and the foremost preceptors of children.” The Mohammedan religion, too, enjoins upon its followers to king down to the peasant, all had the greatest respect for their mothers and for elderly women whose commands were invariably obeyed.

            But perhaps no people showed greater regard for their mothers than the Rajputs. We can find no better illustration than to quote the ever recurring simile that make them mother’s milk resplendent.

            So far as property rights were concerned, Mohammedan ladieswomens property rights in medieval indiawere much better off that their Hindu sisters; A Muhammadan lady were entitled to a definite share in the inheritance with absolute right to dispose of it. Unlike her Hindu sister, she retained this right even after marriage. Another method adopted to safeguards the interests of Muslim ladies after marriage was Mahar or inner spatial settlement, whereas a Hindu lady had no right to the property of her husband’s parents. It appears that eh constant seclusion brought about the social, political and intellectual stultification of women who could not exert themselves for their legitimate rights. From the legal standpoint, they were reduced to a position of dependency in every sphere of life.

            Indian women helped their husbands in their professions. Some of them engaged themselves in an independent profession like medicine, midwifery, tailoring etc.

            In spite of the Pardah which obstructed high-class ladies from participating in the social life of the nation, quite a large number of talented women mad a mark in different sphere during the two centuries of Mughal rule in India.

            Gulbadan Begum, the author of the Humaynama and Jahanara, the biographer of Shibyah and Munisal Arwah, hold and enviable position among the literary figures of that age. Jan Bugum, the daughter of Khan-e-Khanan, is said to have written a commentary on the Quran. Mira Bai, Salima Sultana, Nur Jahan, Siti-un-nisha, the tutoress of Jahanara and renowned as “the princess of poets” and Zeb-un-nisha, the eldest daughter of Aurangzeb, were poetesses of distinction. In Maharashrta Aka Bai and Kena Bai, disciples of Ramdas Swami, were considered important literary figures in the 17th century.

            In the administrative sphere too, they did not lag behind. Some of the greatest women administrators of all ages belong to this period. Maham Anaga, the chief nurse, and muse of Akbar, controlled affairs of the state for full four years (15060-64) by sheer audacity and cleverness. Rani Durgawati, the chandel princess of Gondwana, “famous for her beauty and accomplishment “governed her country with great courage and capacity. Vicent Smith comments: “Her country was better administered and more prosperous than that of Akbar the Great.” Chand Bibi’s name shines brilliantly in the annals of Ahmadnagar. Nurjahan was the real power behind the throne of Jahangir. Even the proudest peer of the realm paid their homage to her, knowing full well that a word from her would make or mar their career.

            Indian women belonging to royal and noble families, particularly the Rajputanis were trained as soldiers and often displayed great bravery, courage, and heroism. For example, Nurjahan gave ample proof of her martial capabilities in leading an attack against Mahabt Khan.

women's literature in medieval india

            Several travelers on different occasions have made special mention of the high character of Hindu ladies. The chastity of Hindu women was proverbial. Tavernier remarks that Adultery is very rate among them and as far sodomy, I never heard it mentioned.” Grose writes: If anyone looked at them deliberately in the bazaar or even while they stood at their doors, they resented it as a high affront and uttered “Dekh na mai”(look here and don’t you die).

            Death had no terror for these heroic ladies when their honor was at stake. It was certainly less dreadful than dishonor and captivity. Such was the ideal of India’s womanhood during the Mughal age.

Status of Indian Women began to change radically during the modern period. Historically the period after 1750 A.D is known as the modern period.
The status of Indian women during this period can be divided into two stages:
(a) Status of women during the British rule in India,
(b) The status of women in post independent India.
(a) Status of women During the British Rule:
After the fall of the Mughal Empire at the decisive Battle of Plassey (1775 A.D) the British people established their complete political supremacy over the Indian people. During the British rule, a number of changes were made in the economic and social structures of our society.
Though the quality of life of women during this period remained more or less the same, some substantial progress was achieved in eliminating inequalities between men and women in education, employment, social right and so on. Some social evils such as child marriage, sati system, devadasi system, purdah system, prohibition of widow remarriage etc., which were a great hurdle in the path of women’s progress were either controlled or removed by suitable legislations.

After the lapse of several centuries for the first time some attempts were made all India basis to tackle the problems that confronted women. Social reformers with patriotic spirit on the one hand and the British Government on the other together took several measures to improve the status of women and to remove some of their disabilities.
(b) The status of women in post independent India:
The status of Indian women has radically changed since independence. Bothe the structural and cultural changes provided equality of opportunities to women in education, employment and political participation. With the help of these changes, exploitation of women, to a great extent was reduced. More freedom and better orientation were provided to the women’s organisation to pursue their interest.
The centuries of slavery were over. Today women want equality, education and recognition. The advancement of women is the most significant fact of modern India. Gandhiji once said “woman is the noblest of God’s creation, supreme in her own sphere of activity.” These words are blossoming now.
From its very inception in the 19th century, the Indian National congress included women and elected Mrs. Annie Besant as its president. One of the proudest moments of Indian womanhood was when Mrs. Vijay Lakshmi Pandit was elected as the president of the U.N. General Assembly in 1953.
In the National movement, hundreds and thousands of women shed their veils and left their sheltered homes to work side by side with the man. In free India, the status of women has under gone profound changes. Remarkable progress has been achieved in the field of administration, science and technology, sports, education, literature, music, painting and other fine arts.
It is highly significant that women in independent India have achieved great progress in all walks of life. We can confidently assert that India is the only nation among the developing countries of the modern world where so many women occupy high administrative positions quite successfully. The improvement in the status of Indian women especially after independence can be analysed in the light of the major changes that have taken place in areas such as legislation, education and employment, political participation and awareness of their rights on the part of women.
1. Constitutional provision and legislation in support of women’s cause:
The constitution of India has greatly enhanced the status of Indian women by throwing upon to them all its series on equal terms with men. All the men and women of India are equity entitled for individual freedom, fundamental rights including the right to participate in social, cultural, religious, educational, economic and political activities. The constitution provides for equality of sex and offers protection to women against exploitation. It has given the voting right to women and in no way treats women as second grade citizens.

Social legislation safeguarding women’s interest:
The Government of Independent India undertook a number of legislative measures to safeguard the interests of women.
Some of them are discussed here:
(i) The Hindu Marriage Act, 1955:
It prohibits polygyny, polyandry and child marriage and concedes equal rights to women to divorce and to remarry.
(ii) The Hindu succession Act, 1956:
It provides the right to parental property for women.
(iii) The Hindu Adoption and Maintenance Act, 1956:
The act gives a childless woman the right to adopt a child and to claim maintenance from the husband if she is divorced by him.
(iv) The special Marriage Act, 1954:
It provides rights to women on par with men for inter-caste marriage, love marriage and’ registered marriage. The Act has also fixed the minimum age of marriage at 21 for males and 18 for females.
(v) The dowry prohibition Act, 1961:
It declares the taking of dowry an unlawful activity and thereby prevents the exploitation of women.
(vi) Other legislations:
(a) The suppression of immoral Traffic of women and Girls Act 1956:
It provides protection to women from being kidnapped or compelled to become prostitute.
(b) The Medical Termination of Pregnancy: Act 1971:
It legalizes abortion conceding the right of a woman to go for abortion on ground of physical and mental health.
(c) The criminal Law Amendment Act 1983:
It seeks to stop various types of crimes against women.
(d) The Family Court Act 1984:
It seeks to provide justice to women who get involved in family disputes.
2. Women in the field of Education:
After Independence, women of India took to education in a relatively large number. For example in 1901, the literary level of the females in India was just 0.6%, it increased to 39.42% in 1991 and to 64.1 in 2001. Various benefits such as free-ship, scholarship, loan facility, hostel facility etc are being given to women who go for higher education in many towns and cities, educational institutions meant only for female children have been established.
The educational performance of girl students particularly at high school and college level is proving to be betters than that of boys especially after 1980. We have today some universities exclusively meant for women. Example- SNDT university for women (poona) (ii) Padmavathi University for women (Terupati), Mother Teresa University for women (Kodai Kenal, Tamilnadu) Sri Avinashi lingam Homes Science college for Women (Deemed University, Coimbatore.) Girls’ students are getting admitted on merit basis to the prestigious engineering and medical colleges in a relatively bigger number during the recent years.
The contribution of women for developing various languages cannot be ignored. Mahadvi Verma and Subhadra Kumari chauhan are well known for Hindi writings, Amreta pritam has enriched Punjabi language with her works. Kuntala Kumari Sabat has enriched oriya literature, many women writers have been awarded prize by the Sahitya Academy and other organisations. There are hundreds of women editors, journalists and columnists in the land who are performing meritorious services.
3. Women in Economic and Employment Fields:
In both villages and cities there has been a remarkable increase in the number of women going out of the four walls of the household and becoming workers. In the “employment market” they are successfully competition with the men folk, In every field, the number of women employees is steadily increasing since 1991, though in a smaller number, women are getting recruited into the Army force, Air force and Naval force also.
Employment has given women economic independence and the feeling of importance. They now feel that they can stand on their own and look after the entire family by themselves. This has boosted their self-pride and self confidence. Employment provision has made them to feel that they need not live as parasites on their men folk. In order to give protection to the economic interests and rights of the women folk the government has undertaken various socio economic legislations, which cover areas such as rights to property or inheritance, equal wages, working conditions, maternity benefit and job security.
Examples:
(i) The Maternity Benefit Act 1961:
It gives maternity benefits such as 3 months leaves with salary to the married women workers during pregnancy stage.
(ii) The Equal Remuneration Act 1976:
It removes wage discrimination between male and female workers.
(iii) The Factories Amendment Act 1976:
It deals with working laws, weekly rest, standards of cleanliness, ventilation, first aid facilities rest rooms etc. The legislation also provides for establishing of crèches for children of working women, separate toilets for females and lays down a maximum of 9 hours of work a day for women.
(iv) The Hindu succession Act. 1956:
According to this act not only a daughter is given a right in her father’s property equal to her brothers, but a widow also gets a share from her deceased husbands’ property equal to her sons and daughters.
Women in the Political Field:
The Indian constitution has provided women two important political rights female enfranchisement and eligibility for the legislature. After the independence, the number of women voters and women representatives in Assemblies and parliament has increased sufficiently. In central cabinet and at the level of state cabinet we find some ministerial portfolios being headed by women.
The Late Raj Kumari Amit Kaur was a minister in the first central cabinet of free India. Sucheta Kripalini had successfully fulfilled her responsibilities of Uttar Pradesh so as Padmaja Naidu as the Governor of West Bengal. Smt Nadini Satpathy of Orissa state was also one of the able chief Ministers. The nation witnessed in Smt. Indira Gandhi, one of the powerful prime ministers who gave her leadership to the country for more than a decade.
Honourable president Mrs Prativa Patil, is holding the most important and dignified post of our country at present. In 1992, an amendment (73rd) was brought to the constitution according to which one-third of the seats were reserved for women at the panchayat level. There are many women Members and chairmen of local bodies and legislatures.
By their sheer ability and capacity for hard work, Indian women can now exert their influence in every sphere of human activity. They have already demonstrated that-they can successfully discharge their duties as an administrator, ministers, ambassadors and so on. However it may be noted that political awareness is present more among the upper and middle class women than the lower class women.
Women in the sports Field:
In the world of sports, Arati Saha won the swimming champion by swimming the English channels. In other items of sports also such as high jump, long-jump, running race etc. women of India take sufficient drive and initiative. P.T. Usha has achieved remarkable success in the field of sports and games.
Besides, in the sphere of science, pure and applied, women are also not lagging behind men. No one can ignore the services rendered by women in the realm of music, painting and other fine arts. So India can be reasonably proud of the success achieved by her women in every sphere of human activity.
However, it is a matter of sorry state that though the status of women has been raised under the law, in practice they continue to suffer from discrimination, harassment and humiliation. They are not taken seriously in obtaining opinions neither they treated as equals to men and nor given the same respect either at home or in the work field.
The experience shows that men’s tyrannical hegemony is over whelming strong deep-rooted to alloy for any change in the status of women. In most of the homes, male children are still being preferred to female children. It appears that the societal approach towards women, their role and status has not radically changed. Hence, bringing about more and more legislations to ensure better opportunities to grant more rights and concessions, do not carry any meaning unless there is a basic change in the peoples attitude towards women and women’s role in society.
If we really want to see India in future as a country which is economically enriched, politically equipped, socially developed and culturally distinguished, then definitely we have to give women a leg up in all their respective spheres of activity. Dr Radhakrishnan the Late President of India, once said” The progress of our land towards our goal of democratic socialism cannot be achieved without the active participation of our mothers, wives, sisters and daughters”.

Conclusion :-
Thus we can say that how woman have struggle for his identity like in  Mrs. Ramsay  character we find it in lighthouse.

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Topic : "What are the stages for learning and teaching Second Language?
Explain Product Research and Process Research"


Second-language acquisition (SLA), second-language learning, or L2 (language 2) acquisition, is the process by which people learn a second language. Second-language acquisition is also the scientific discipline devoted to studying that process. The field of second-language acquisition is a subdiscipline of applied linguistics, but also receives research attention from a variety of other disciplines, such as psychology and education.

A central theme in SLA research is that of interlanguage, the idea that the language that learners use is not simply the result of differences between the languages that they already know and the language that they are learning, but that it is a complete language system in its own right, with its own systematic rules. This interlanguage gradually develops as learners are exposed to the targeted language. The order in which learners acquire features of their new language stays remarkably constant, even for learners with different native languages, and regardless of whether they have had language instruction. However, languages that learners already know can have a significant influence on the process of learning a new one. This influence is known as language transfer.

The primary factor driving SLA appears to be the language input that learners receive. Learners become more advanced the longer they are immersed in the language they are learning, and the more time they spend doing free voluntary reading. The input hypothesis developed by linguist Stephen Krashen makes a distinction between language acquisition and language learning (acquisition–learning distinction),claiming that acquisition is a subconscious process, whereas learning is a conscious one. According to this hypothesis, the acquisition process in L2 (Language 2) is the same as L1 (Language 1) acquisition. The learning process is consciously learning and inputting the language being learned. However, this goes as far as to state that input is all that is required for acquisition. Subsequent work, such as the interaction hypothesis and the comprehensible output hypothesis, has suggested that opportunities for output and for interaction may also be necessary for learners to reach more advanced levels.

Research on how exactly learners acquire a new language spans a number of different areas. Focus is directed toward providing proof of whether basic linguistic skills are innate (nature), acquired (nurture), or a combination of the two attributes. Cognitive approaches to SLA research deal with the processes in the brain that underpin language acquisition, for example how paying attention to language affects the ability to learn it, or how language acquisition is related to short-term and long-term memory. Sociocultural approaches reject the notion that SLA is a purely psychological phenomenon, and attempt to explain it in a social context. Some key social factors that influence SLA are the level of immersion, connection to the L2 community, and gender. Linguistic approaches consider language separately from other kinds of knowledge, and attempt to use findings from the wider study of linguistics to explain SLA. There is also a considerable body of research about how SLA can be affected by individual factors such as age and learning strategies. A commonly discussed topic regarding age in SLA is the critical period hypothesis, which suggests that individuals lose the ability to fully learn a language after a particular age in childhood. Another topic of interest in SLA is the differences between adult and child learners. Learning strategies are commonly categorized as learning or communicative strategies, and are developed to improve their respective acquisition skills. Affective factors are emotional factors that influence an individual's ability to learn a new language. Common affective factors that influence acquisition are anxiety, personality, social attitudes, and motivation.

Individuals may also lose a language through a process called second-language attrition. This is often caused by lack of use or exposure to a language over time. The severity of attrition depends on a variety of factors including level of proficiency, age, social factors, and motivation at the time of acquisition. Finally, classroom research deals with the effect that language instruction has on acquisition.


Definitions

Second language refers to any language learned in addition to a person's first language; although the concept is named second-language acquisition, it can also incorporate the learning of third, fourth, or subsequent languages. Second-language acquisition refers to what learners do; it does not refer to practices in language teaching, although teaching can affect acquisition. The term acquisition was originally used to emphasize the non-conscious nature of the learning process, but in recent years learning and acquisition have become largely synonymous.

SLA can incorporate heritage language learning, but it does not usually incorporate bilingualism. Most SLA researchers see bilingualism as being the end result of learning a language, not the process itself, and see the term as referring to native-like fluency. Writers in fields such as education and psychology, however, often use bilingualism loosely to refer to all forms of multilingualism.SLA is also not to be contrasted with the acquisition of a foreign language; rather, the learning of second languages and the learning of foreign languages involve the same fundamental processes in different situations.

Research background

The academic discipline of second-language acquisition is a subdiscipline of applied linguistics. It is broad-based and relatively new. As well as the various branches of linguistics, second-language acquisition is also closely related to psychology, cognitive psychology, and education. To separate the academic discipline from the learning process itself, the terms second-language acquisition research, second-language studies, and second-language acquisition studies are also used.

SLA research began as an interdisciplinary field, and because of this it is difficult to identify a precise starting date. However, two papers in particular are seen as instrumental to the development of the modern study of SLA: Pit Corder's 1967 essay The Significance of Learners' Errors, and Larry Selinker's 1972 article Interlanguage.The field saw a great deal of development in the following decades. Since the 1980s, SLA has been studied from a variety of disciplinary perspectives, and theoretical perspectives. In the early 2000s, some research suggested an equivalence between the acquisition of human languages and that of computer languages (e.g. Java) by children in the 5 to 11 year age window, though this has not been widely accepted among educators. Significant approaches in the field today are: systemic functional linguistics, sociocultural theory, cognitive linguistics, Noam Chomsky's universal grammar, skill acquisition theory and connectionism.

There has been much debate about exactly how language is learned, and many issues are still unresolved. There are many theories of second-language acquisition, but none are accepted as a complete explanation by all SLA researchers. Due to the interdisciplinary nature of the field of SLA, this is not expected to happen in the foreseeable future. Although attempts have been made to provide a more unified account that tries to bridge first language acquisition and second language learning research.

Sociocultural factors

From the early days of the discipline researchers have also acknowledged that social aspects play an important role.[60] There have been many different approaches to sociolinguistic study of second-language acquisition, and indeed, according to Rod Ellis, this plurality has meant that "sociolinguistic SLA is replete with a bewildering set of terms referring to the social aspects of L2 acquisition". Common to each of these approaches, however, is a rejection of language as a purely psychological phenomenon; instead, sociolinguistic research views the social context in which language is learned as essential for a proper understanding of the acquisition process.

Ellis identifies three types of social structure that affect acquisition of second languages: sociolinguistic setting, specific social factors, and situational factors.Sociolinguistic setting refers to the role of the second language in society, such as whether it is spoken by a majority or a minority of the population, whether its use is widespread or restricted to a few functional roles, or whether the society is predominantly bilingual or monolingual. Ellis also includes the distinction of whether the second language is learned in a natural or an educational setting. Specific social factors that can affect second-language acquisition include age, gender, social class, and ethnic identity, with ethnic identity being the one that has received most research attention.[66] Situational factors are those that vary between each social interaction. For example, a learner may use more polite language when talking to someone of higher social status, but more informal language when talking with friends.

Immersion programs provide a sociolinguistic setting that facilitates second-language acquisition. Immersion programs are educational programs where children are instructed in an L2 language. Although the language of instruction is the L2 language, the curriculum parallels that of non-immersion programs and clear support exists in the L1 language, as the teachers are all bilingual. The goal of these programs is to develop a high level of proficiency in both the L1 and L2 languages. Students in immersion programs have been shown to have greater levels of proficiency in their second language than students who receive second language education only as a subject in school. This is especially true in terms of their receptive skills. Also, students who join immersion programs earlier generally have greater second-language proficiency than their peers who join later. However, students who join later have been shown to gain native-like proficiency. Although immersion students' receptive skills are especially strong, their productive skills may suffer if they spend the majority of their time listening to instruction only. Grammatical skills and the ability to have precise vocabulary are particular areas of struggle. It is argued that immersion is necessary, but not sufficient for the development of native-like proficiency in a second language. Opportunities to engage in sustained conversation, and assignments that encourage syntactical, as well as semantic development help develop the productive skills necessary for bilingual proficiency.

A learner's sense of connection to their in-group, as well as to the community of the target language emphasize the influence of the sociolinguistic setting, as well as social factors within the second-language acquisition process. Social Identity Theory argues that an important factor for second language acquisition is the learner's perceived identity in relation to the community of the language being learned, as well as how the community of the target language perceives the learner. Whether or not a learner feels a sense of connection to the community or culture of the target language helps determine their social distance from the target culture. A smaller social distance is likely to encourage learners to acquire the second language, as their investment in the learning process is greater. Conversely, a greater social distance discourages attempts to acquire the target language. However, negative views not only come from the learner, but the community of the target language might feel greater social distance to the learner, limiting the learner's ability to learn the language.Whether or not bilingualism is valued by the culture or community of the learner is an important indicator for the motivation to learn a language.

Gender, as a social factor, also influences SLA. Females have been found to have higher motivation and more positive attitudes than males for second-language acquisition. However, females are also more likely to present higher levels of anxiety, which may inhibit their ability to efficiently learn a new language.

There have been several models developed to explain social effects on language acquisition. Schumann's Acculturation Model proposes that learners' rate of development and ultimate level of language achievement is a function of the "social distance" and the "psychological distance" between learners and the second-language community. In Schumann's model the social factors are most important, but the degree to which learners are comfortable with learning the second language also plays a role. Another sociolinguistic model is Gardner's socio-educational model, which was designed to explain classroom language acquisition. Gardner's model focuses on the emotional aspects of SLA, arguing that positive motivation contributes to an individuals willingness to learn L2; furthermore, the goal of an individual to learn a L2 is based on the idea that the individual has a desire to be part of a culture, in other words, part of a (the targeted language) mono-linguistic community. Factors, such as integrativeness and attitudes towards the learning situation drive motivation. The outcome of positive motivation is not only linguistic, but non-linguistic, such that the learner has met the desired goal. Although there are many critics of Gardner's model, nonetheless many of these critics have been influenced by the merits that his model holds. The inter-group model proposes "ethnolinguistic vitality" as a key construct for second-language acquisition. Language socialization is an approach with the premise that "linguistic and cultural knowledge are constructed through each other",and saw increased attention after the year 2000. Finally, Norton's theory of social identity is an attempt to codify the relationship between power, identity, and language acquisition.

Sociocultural approaches
A unique approach to SLA is Sociocultural theory. It was originally developed by Lev Vygotsky and his followers. Central to Vygotsky's theory is the concept of a zone of proximal development (ZPD). The ZPD notion states that social interaction with more advanced target language users allows one to learn language at a higher level than if they were to learn language independently.[80] Sociocultural theory has a fundamentally different set of assumptions to approaches to second-language acquisition based on the computational model. Furthermore, although it is closely affiliated with other social approaches, it is a theory of mind and not of general social explanations of language acquisition. According to Ellis, "It is important to recognize... that this paradigm, despite the label 'sociocultural' does not seek to explain how learners acquire the cultural values of the L2 but rather how knowledge of an L2 is internalized through experiences of a sociocultural nature."



 Explain ProductResearch and Process Research.


There are several ways to approach writing in the classroom. It should be said at the beginning that there is not necessarily any 'right' or 'best' way to teach writing skills.

Product and process writing: A comparison - writing article
The best practice in any situation will depend on the type of student, the text type being studied, the school system and many other factors. Thus, this article cannot prescribe a system for the teaching of writing that is optimal for all teaching situations. Rather, I hope to describe and contrast two popular, yet very different, approaches and examine how both can be used in the classroom.

A product approach
A process approach
A summary of the differences
Which approach to use
One or the other
Further reading


A product approach
This is a traditional approach, in which students are encouraged to mimic a model text, which is usually presented and analysed at an early stage. A model for such an approach is outlined below:


Stage 1
Model texts are read, and then features of the genre are highlighted. For example, if studying a formal letter, students' attention may be drawn to the importance of paragraphing and the language used to make formal requests. If studying a story, the focus may be on the techniques used to make the story interesting, and students focus on where and how the writer employs these techniques.

Stage 2
This consists of controlled practice of the highlighted features, usually in isolation. So if students are studying a formal letter, they may be asked to practise the language used to make formal requests, practising the 'I would be grateful if you would…' structure.

Stage 3
Organisation of ideas. This stage is very important. Those who favour this approach believe that the organisation of ideas is more important than the ideas themselves and as important as the control of language.

Stage 4
The end result of the learning process. Students choose from a choice of comparable writing tasks. Individually, they use the skills, structures and vocabulary they have been taught to produce the product; to show what they can do as fluent and competent users of the language.

A process approach
Process approaches to writing tend to focus more on the varied classroom activities which promote the development of language use: brainstorming, group discussion, re-writing. Such an approach can have any number of stages, though a typical sequence of activities could proceed as follows;

Stage 1
Generating ideas by brainstorming and discussion. Students could be discussing qualities needed to do a certain job, or giving reasons as to why people take drugs or gamble. The teacher remains in the background during this phase, only providing language support if required, so as not to inhibit students in the production of ideas.


Stage 2
Students extend ideas into note form, and judge quality and usefulness of ideas.

Stage 3
Students organise ideas into a mind map, spidergram, or linear form. This stage helps to make the (hierarchical) relationship of ideas more immediately obvious, which helps students with the structure of their texts.

Stage 4
Students write the first draft. This is done in class and frequently in pairs or groups.

Stage 5
Drafts are exchanged, so that students become the readers of each other's work. By responding as readers, students develop an awareness of the fact that a writer is producing something to be read by someone else, and thus can improve their own drafts.

Stage 6
Drafts are returned and improvements are made based upon peer feedback.


Stage 7
A final draft is written.

Stage 8
Students once again exchange and read each other's work and perhaps even write a response or reply.

A summary of the differences
Process-driven approaches show some similarities with task-based learning, in that students are given considerable freedom within the task. They are not curbed by pre-emptive teaching of lexical or grammatical items. However, process approaches do not repudiate all interest in the product, (i.e. the final draft). The aim is to achieve the best product possible. What differentiates a process-focussed approach from a product-centred one is that the outcome of the writing, the product, is not preconceived.

Process writing
Product writing
text as a resource for comparison
ideas as starting point
more than one draft
more global, focus on purpose, theme, text type, i.e., reader is emphasised
collaborative
emphasis on creative process
imitate model text
organisation of ideas more important than ideas themselves
one draft
features highlighted including controlled practice of those features
individual
emphasis on end product




Which approach to use
The approach that you decide to use will depend on you, the teacher, and on the students, and the genre of the text. Certain genres lend themselves more favourably to one approach than the other. Formal letters, for example, or postcards, in which the features are very fixed, would be perhaps more suited to a product-driven approach, in which focus on the layout, style, organisation and grammar could greatly help students in dealing with this type of writing task.

Other genres, such as discursive essays and narrative, may lend themselves to process-driven approaches, which focus on students' ideas. Discursive activities are suited to brainstorming and discussing ideas in groups, and the collaborative writing and exchanging of texts help the students to direct their writing to their reader, therefore making a more successful text.


One or the other
The two approaches are not necessarily incompatible. I believe that process writing, i.e. re-drafting, collaboration, can be integrated with the practice of studying written models in the classroom.

What I take from the process approach is the collaborative work, the discussion which is so important in generating and organising ideas. Once students have written their first drafts, model texts can be introduced as texts for comparison. Lightbown found that learning appeared to be optimal in 'those situations in which the students knew what they wanted to say and the teacher's intervention made clear to them there was a particular way to say it.' Teacher intervention through model texts could thus aid the learning process.

I also like to incorporate the exchanging of drafts, so that the students become the readers of each others work. This is an important part of the writing experience as it is by responding as readers, both during the collaborative stage of writing in groups, as well as when reading another group's work, that students develop an awareness of the fact that a writer is producing something to be read by someone else.

As Lewis Carroll makes clear in Alice's adventures in Wonderland.

"I haven't opened it yet," said the White Rabbit, "but it seems to be a letter, written by the prisoner to somebody."
"It must have been that," said the King, "unless it was written to nobody, which isn't usual, you know."

Further Reading
Process Writing by Ron White and Valerie Ardnt
Language Teaching Methodology by David Nunan
Progressive Writing Skills by Will Fowler
Discourse Analysis for Language Teachers by Michael McCarthy.

2.1

  2.1 it's not only words wps office from Goswami Mahirpari