– APPSC IIT Bombay
A few days ago, a couple of videos surfaced from a preparatory English course (conducted for SC/ST and PD candidates) hosted by IIT Kharagpur. In these videos, Dr. Seema Singh, an associate professor at the Department of Humanities and Social Sciences was seen verbally abusing students in the class. The videos, the links to which are given below, show the brazen nature of the act and the impunity which the professor seems to enjoy in the IIT ecosystem.
Ambedkar Periyar Phule Study Circle (APPSC) IIT Bombay has issued the following statement regarding this incident, with demands for actions against Dr Seema Singh as well as for institutional reforms to rid IITs and other similar institutions of their savarna bubbles. We, as a collective, display full solidarity with the statement and the demands stated herein.
We also urge the reader to go through the valuable resource Caste on Campus created by APPSC IIT Bombay. The website collates various documents procured on reservation norms being violated in various central institutions including the IITs.
Casteism in Indian campuses has been a long standing problem. Please read the Thorat report on discrimination against the SC/STs in AIIMS, Delhi. Read our invitation to the Thorat report at The Spectre that Haunts Academia: Caste and the Thorat Report. Also see An Invitation to Beyond Inclusion.
Link to the videos: Video 1, Video 2
It is amidst desolate cries and the numbing daily reports of the second wave of the COVID-19 pandemic raging across the nation, that we all have witnessed a video recording of an online class for the Prep English Course (IITs Preparatory Course for SC/ST and PD Candidates) of IIT Kharagpur that have been doing the rounds in social media since yesterday. Shocking would surely be an understatement, as we watch Associate Professor Seema Singh of the Humanities and Social Sciences Department of IIT Kharagpur, abusing the students and their families on record. She openly threatens the students that she would fail them in the course and arrogantly challenges them to complain to the Ministry of Women and Child Care and Ministry of SC/ST/Minorities after repeatedly calling them “bloody bastards”. Some of the students had not stood up to the National Anthem that was played and this was, apparently, the reason that the Professor had started throwing casteist slurs at the class. There was also another video recording where she humiliated a student who had requested for leave from the class for a few days as the student had lost his/her grandfather who had been infected with covid. The professor is seen explaining to the entire class how excuses such as birth, death and marriage cannot be used for taking leave from class. She is seen asserting that she is a ‘Hindu’ and respects the rituals associated with death, but as the covid protocols do not allow for any rituals to be performed, there is simply no cause for the student to have taken leave from her class. More students have expressed that this is not the first time she has behaved in this manner. She has been behaving similarly to students in past as well.
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I read the recent testimonial “The Mine Field” published by NOTA. It was an honest account of how most of the summer internships look like. It brought back memories of my own summer internships, the period where I struggled to understand what I did wrong, the frustration of not getting into a good institute, a great program, a reputed lab.
Before I elaborate my frustration and anger on the system, let me explain how summer internships work in elite institutes, like the one I studied in. Unlike the author writes in the earlier article, it was not an unwritten rule in my college. We had to do a summer internship to avail our scholarship for those three months.
We were also told that summer internships help us improve our research skills and know how research is done, and we believed summer internships are just that. However, what is kept hidden is that it is a resume-building endeavor – the better places we go to, the sooner we start, the higher are our chances of excelling in academia. But, how to get into those great places is left for us to figure out. And this is where I didn’t understand what the hell was going on.
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– Rahul Varman
This article was originally published by the Research Unit for Political Economy.
We read this, loved it and thought you would too.
Along with COVID 19 and its associated terminology, we are currently being educated in a new jargon regarding one of the oldest occupations, namely, teaching. We now are told of online learning, e-teaching, edtech, edutech, smartphones in the new role of teacher, and so on and so forth.
India is a large country with a very young population, where almost all households (at least in the urban areas) have some or the other experience with education. But in recent months ‘online classes’ have become a new normal, from the most elementary level, such as teaching nursery rhymes, to the most advanced level – the courses offered to graduate or medical students. Some think that, though the pandemic forced it upon us, this development opens up new possibilities and realms for education; others consider this a temporary phase, after which things would go back to ‘normal’.
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I don’t remember the last time I sat down, with nothing to do, and stared blankly at the evening sky. I often find myself casting about for something to do, which is to say I often find myself without work, but this is not the strange part. And I do occasionally look up at the evening sky, but it hasn’t ever been this deliberate.
On my request, after a day spent isolated in my windowless studio apartment in [the city] – a room I felt I ought to leave on account of the irritatingly fine cement mist that buildings undergoing renovation shroud themselves in, and the fact that the silence I expected to enjoy during this isolation was frequently interrupted by the sound of pneumatic drills – the city municipal corporation promptly dispatched an ambulance that would drive me to the [local hospital], where I would begin a 10-day quarantine. You see, I had tested positive for COVID-19 just the day before. After a few routine tests were done, I was prescribed a course of medication. “Plenty of fluids, and plenty of rest,” advised the nurse from behind a face shield and baby blue scrubs, both a few sizes too large for her. I entered the room that was assigned to me at the hostel, and was pleasantly surprised to find that it had a small balcony with an old plastic chair.
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– Rahul Varman
In light of the ongoing strikes of sanitation workers at JNU, we have elected to republish this article from Sanhati. While about contract workers at IIT Kanpur specifically, it is relevant to every institute of higher education across India, and talks about issues entirely ignored by the academic section of these institutes, see for example “We Are No Longer Afraid” and “Higher Learning and Exclusion.”
We at the Indian Institute of Technology, Kanpur (IITK henceforth) today are dependent upon contingent workforce for most of the work and services and a large amount of such work has been contracted out. Today the campus, where close to 10,000 of us work and stay, is almost completely dependent on contract workers, whether for cleaning, horticulture, security, messing, civil & electrical maintenance, construction, laying cables, research assistance, the list can go on. By reliable estimates, as the institute has no system to keep consolidated records of such workers, the contingent workforce can be as high as 3,000 . Given such a large workforce and given the fact that they work without any framework of rights and responsibilities, we keep hearing of arbitrary hiring and firings, accidents, grievances, signature campaigns, office orders, reports, and so on relating to the contingent workforce, and yet we do not seem to be any closer to addressing the ‘problem’. The present write-up is based on my interaction with various constituencies on the issue during the last 15 years. Over these years of my stay in the campus I have primarily endeavoured to understand the problem from ‘below’ by interacting fairly closely with various kinds of workers. In the process I have also engaged with different constituencies on the issue – students, staff, faculty colleagues, authorities at various levels, contractors and have also been involved with minimum wage monitoring, handling worker grievances officially, etc. In this brief piece I am attempting to understand various aspects of the problem and what can be the possible ways of addressing them as I have understood personally with all its biases and limitations.
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