Volume: 2 Issue: 2 (March - April 2026)
| Sr No. | Paper Information |
|---|---|
| 1 |
Author(s):
Vikash Tiwari.
Country:
India
Research Area:
History
Page No:
1-11 |
Refugees and Nation-Building: A Historical Study of Rehabilitation Policies in Post-Partition India (1947–1965)AbstractThe partitioning of India in 1947 instigated one of the biggest forced migrations in the contemporary history and the newly independent Indian state had to face an unheard of humanitarian, administrative and economic issue. The paper looks at how the policy of rehabilitation of refugees contributed to the wider nation-building process of 1947 to 1965. It examines the manner in which the state planned institutional processes, law-making policies and development initiatives to re-settle and economically incorporate displaced people in various parts especially in the north-western and eastern parts of India. The analysis of the history and analysis approach relies on the government reports, census data, first-hand accounts, and secondary research, with the study indicating substantial regional differences in the application of the rehabilitation measures and their results. Although land redistribution, urban dwelling plans, compensation plans, and aiding small-scale industries, led to the rapid socio-economic movement, as well as agricultural and commercial change in north India, the eastern India experience was characterised by Holup postponements, scarcity of resources, and marginalisation over the long term. The paper maintains that refugee rehabilitation was not only a relief programme, but it was a very important tool of state building, economic restructuring, and political incorporation in the post-colonial India. Making refugee resettlement as part of nation-building, the research shows how the displaced peoples became effective participants in the creation of new urban locations, agricultural relations, and middle-class identities. The historiography of Partition is added to by the analysis as it connects the rehabilitation policies to the developmental goals of the early Indian state. | |
| 2 |
Author(s):
Dr. Saumya Shanker.
Country:
India
Research Area:
Sociology
Page No:
12-23 |
Indian Knowledge Systems and Disability: Integrating the Vision of NEP 2020AbstractThis chapter examines the relevance of the Indian Knowledge System (IKS) in understanding disability within contemporary India, particularly in light of the National Education Policy 2020. Moving beyond a biomedical framework, disability is analyzed as a socio-cultural, ethical, and political phenomenon shaped by indigenous philosophical traditions, community practices, and institutional structures. Drawing on classical texts such as the Vedas and Upanishads, as well as sociological and anthropological scholarship, the chapter explores how disability has been historically conceptualized in India. It further interrogates the tensions between traditional interpretations—such as karma and fate—and contemporary rights-based approaches. By situating NEP 2020 within this broader intellectual landscape, the chapter argues for a culturally grounded yet critically informed model of inclusive education that integrates ethical values, social justice, and structural transformation | |
| 3 |
Author(s):
डॉ. राजीव कुमार.
Country:
India
Research Area:
Hindi
Page No:
24-28 |
आदिवासी साहित्य की अवधारणाAbstractप्रस्तुत शोध-पत्र में आदिवासी साहित्य की अवधारणा को विवेचित करने का प्रयास किया गया है । सभी साहित्य की शाखाओं के अपनी विचार शृंखला होती है । यह विचार शृंखला प्रस्तुत साहित्य के सामने मौजूद चुनौतियों से निर्धारित होती हैं । विचार शृंखला और चुनौतियाँ मिलकर साहित्य के प्रतिमान को तय करते हैं । इस शोध-पत्र में आदिवासी साहित्य के प्रतिमान एवं अवधारणात्मक आधारों को समझने का एक प्रयास है । आदिवासी साहित्य की अवधारणा के प्रमुख बिन्दुओं को विश्लेषित करने का प्रयास यहाँ किया गया है । | |
| 4 |
Author(s):
Shweta, Prasant Kumar.
Country:
India
Research Area:
Geography
Page No:
29-41 |
Caste Dynamics and Educational Mobility among Marginalised Communities in Northern IndiaAbstractThis study aims to look into the caste structure and educational mobility of the marginalised groups in northern India. Examines the impact of caste, gender, family background, rural–urban setting, economic status and institutional access on educational opportunities and social mobility. While there has been an increase in enrollments of the socially disadvantaged groups in general schools, their retention, quality of education received, stream in which they are being educated, access to higher education and employment opportunities remain negatively affected by caste based inequalities as a result of constitutional safeguards, reservation policies and scholarships and expansion of education. Educational mobility is not only about school or college involvement but also about dignity, equality and changing education into social and economic movement. It asserts that first generation learners, rural students and marginalised girls are exposed to various challenges including poverty, social discrimination, lack of academic support, digital disparity and lack of social capital. It highlights the importance of inclusive policies that go beyond enrolment to learning outcomes, institutional support and equitable mobility. | |