A test of dignity and democracy

Today, as the Supreme Court hears the curative petition on Section 377, it has an opportunity to remember its promise to be the last resort of the oppressed, to let dignity be the domain of all.

In 2015, a student at the Indian Institute of Science (IISc) in Bengaluru was blackmailed and threatened with being publicly outed for being gay. When he refused to pay extortion money, the private letters turned into notices pinned on noticeboards on campus. The words were sharp, relentless and inhumane: “I think it’s completely shameful, bad, immoral and disgusting. You should go kill yourself. Why do you think it’s illegal to be gay in India?”

Evading prejudice

For many queer people, this moment is familiar. It is one that many of us have faced or live in a constant fear of facing. In some ways, it is the latter that is worse. We live our lives anticipating prejudice. Even before it comes, we are constantly censoring, moving, and shaping our lives to evade it or, if we can’t, to survive it. Those of us who have the privilege of privacy scan rooms to find allies, weigh what to tell our doctors, measure out information in our offices, and seek safe spaces. Those without this privilege face a much more direct battle to be who they are: an unrelenting and legitimised public violence that falls on working class bodies in our streets, police stations and public spaces. The law is not the only force behind this violence, but it is an important one. “Why do you think,” the blackmailer asks, “it’s illegal to be gay in India?” When petitioners in the Naz Foundation case argued that Section 377 of the Indian Penal Code played an important part in shrouding our lives in criminality and of legitimising violence, this letter was one of many that we wrote against in our heads. Continue reading A test of dignity and democracy

Paranoia and Procedure – Everyday Life within a University Labyrinth, Circa 2016: Prasanta Chakravarty

This is a guest post by PRASANTA CHAKRAVARTY

“The nature of peoples is first crude, then severe, then benign, then delicate, finally dissolute.”

–Giambattista Vico
The past congeals in savoir faire or habit, conserved as an ethos, in the corridors of the Arts Faculty at Delhi University. We all remember what is happening, while it is happening; watching ourselves as live spectators of our own actions. Wherefore such a sense of centripetal actuality? How this despotic pathology of inevitability in a place which was supposed to be the harbinger of a future? But the future arrives as a gyre, a loop. Continue reading Paranoia and Procedure – Everyday Life within a University Labyrinth, Circa 2016: Prasanta Chakravarty

Operation Ekalavya : Jhandewala, New Delhi, Rohith Vemula’s Birthday, 30th January 2016

Dear young friends who went to Jhandewala on Rohith Vemula’s birthday,

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And all those who were there in spirit, in Delhi, Hyderabad and elsewhere. I am writing to you because I think you might have all taken things much further than anyone can quite imagine or understand at present.

I am writing to you, for today and for tomorrow, so that every time in the future that young people gather to celebrate their friend Rohith’s birthday, we might all begin to have a different kind of conversation. So that the boundaries between mourning and celebration, between anger and joy may always remain blurred enough for us to know what to do next, each time.

Since you had a close encounter with the police and their colleagues in the RSS on Rohith’s birthday, I want to spend a little time thinking about them with you. Bear with me. I sincerely hope we will not have to bear with them for much longer.

Continue reading Operation Ekalavya : Jhandewala, New Delhi, Rohith Vemula’s Birthday, 30th January 2016

महात्मा की ह्त्या और हमारे बच्चे:नासिरुदीन हैदर खान

GUEST POST by Nasiruddin Haider Khan

किसी की हत्या की गई हो तो उसकी वजह भी होगी. महात्मा गांधी की भी हत्या की गई थी. जाहिर है, इसकी भी कोई वजह होगी. वैसे क्‍या वजह है? हम कह सकते हैं, 68 साल बाद क्या यह भी कोई सवाल है? ऐसा सवाल जिसका जवाब तलाशने की जरूरत हो?

पिछले दिनों उत्‍तरी बिहार के एक स्‍कूल में कुछ साथियों के साथ जाना हुआ. हमें नौवीं क्‍लास के छात्रों से रू-ब-रू होना था. यह उस शहर का नामी निजी स्‍कूल है. स्‍टूडेंट भी मेधावी हैं. हम इनसे बातचीत का मौजू तलाश रहे थे. जनवरी का महीना है. हमें सूझा, क्‍यों न महात्मा गांधी की हत्या पर बात की जाए. देखा जाए बच्चे  क्या सोचते या जानते हैं? तो हमने तय किया कि इसी पर बात होगी.

क्‍लास में करीब 60 लड़के-लड़कियाँ रही होंगी. सबकी उम्र 15 के आसपास होगी. हमारे सामने सवाल था, कहाँ से और कैसे शुरू किया जाए. हमने बोर्ड पर लिखा ‘30 जनवरी.’ बातचीत शुरू हुई. क्या 30 जनवरी कुछ खास तारीख है? सभी छात्रों से अलग-अलग जवाब मिले- इस दिन गांधी जी की हत्या हुई थी…शहीद दिवस है… गांधी जी राष्ट्रपिता हैं आदि.

हमार अगला सवाल था- अगर हत्या हुई थी तो क्या आप बता सकते हैं, गांधी जी की हत्या किसने की थी? नाथूराम गोडसे- यह जवाब ज़्यादातर बच्चे जानते थे. इसके बाद सवाल किया गया- नाथूराम गोडसे ने गांधी जी को क्यों मारा? इसके जवाब काफी अलग-अलग थे. कुछ व्यक्तिगत जवाब थे तो कुछ सामूहिक. इन जवाबों से यह  झलक भी मिलती है कि गोडसे को बच्चे क्या समझते हैं?

आगे के लिए यह लिंक देखिए:

http://hindi.catchnews.com/india/why-did-nathuram-godse-kileed-mahatma-gandhi-1454050822.html