Making of socially sensitive students

Educational institutions have a major role in realising equal representation in the society, writes John J Kennedy.

Promoting social sensitivity among young students is essential in today’s increasingly interconnected and diverse world. Social sensitivity involves recognising and responding to the challenges faced by others, particularly those from marginalised communities. Schools and colleges play a pivotal role in shaping the perspectives of young minds.

Cultivating this sensitivity within educational spaces fosters empathy, inclusivity, and a deeper understanding of society’s complex social issues. However, many students, especially those from urban, privileged backgrounds, remain largely disconnected from the historical struggles of disadvantaged groups and the efforts of national leaders who fought for equality.

A growing concern today is the ignorance of many students regarding the history and contributions of figures like Dr B R Ambedkar. This lack of understanding, compounded by a polarised social climate where contempt and disrespect dominate the discourse, has created fertile ground for misinformed opposition to policies like reservation, introduced as affirmative actions to redress historical injustices.

Ambedkar introduced the reservation system as part of a broader strategy to address centuries of oppression and exclusion faced by Dalits, Adivasis, and other marginalised groups. Reservation was meant to provide equal representation and opportunities for people from all sections of society in various domains, including education, employment, and politics. The founders of the Indian Constitution recognised that, without affirmative action, the historically oppressed communities would continue to be disadvantaged in a society dominated by caste hierarchies.

Unfortunately, many students fail to grasp this historical context and perceive the reservation system as threatening their prospects. They feel reservation undermines meritocracy. In reality, “merit” is often a product of privilege—access to quality education, tutoring, and resources—which has been historically denied to marginalised groups. Without addressing these systemic barriers, the idea of meritocracy remains fundamentally flawed. As Ambedkar and other constitutional framers argued, a level playing field must first be established for merit to hold any real meaning.

Another common argument of reservation critics is that it has outlived its purpose and should be abolished. However, a closer look at the data reveals that deep-rooted inequalities persist in Indian society today, particularly in higher education, employment, and leadership.

For example, according to a report published by The Print in 2019, SCs, STs, and OBCs makeup only 9 per cent of the total faculty in the prestigious Indian Institutes of Technology (IITs) and just 6 per cent in the Indian Institutes of Management (IIMs). Some institutions have no SC or ST faculty at all, highlighting the stark underrepresentation of marginalised groups in these elite academic spaces. In 2021, the Union government admitted before the Supreme Court that in 19 ministries, SCs constituted only 15.34 per cent of the workforce, STs just 6.18 per cent, and OBCs 17.5 per cent. These numbers fall short of the reservation quotas set for these communities.

The underrepresentation of marginalised communities extends beyond academia. In the bureaucracy, privileged groups continue to hold over 70 per cent of the jobs, leaving SCs, STs, and OBCs significantly underrepresented. The judiciary and media are no different. Until 1980, there was no single judge from the SC or OBC communities in the Supreme Court of India, and to date, there has never been a judge from the ST community. A 2022 report from Oxfam India found that 90 per cent of leadership roles in Indian media are occupied by dominant caste groups, with no Dalit or Adivasi heading mainstream media outlets.

These statistics paint a clear picture: the goal of equal representation is far from realised, and the assumption that reservation has fulfilled its purpose is misguided and dangerous. Educational institutions must bridge this gap. Schools and colleges have a moral obligation to teach equality and promote equity. This means ensuring that students understand the historical context of affirmative action and the continuing relevance of such policies in today’s society.

Educational institutions should incorporate the works of Dr. Ambedkar and other social justice leaders into their curricula, deepening students’ appreciation for the struggles that shaped India’s Constitution. They should also facilitate open dialogues on caste, privilege, and social justice, allowing students to engage with and better understand the challenges marginalised communities face.

Experiential learning through community outreach can provide firsthand insight into caste-based discrimination, fostering empathy. Schools must also counter stereotypes and misinformation about reservation and merit through debates and lectures, addressing the persisting structural inequalities.

Ambedkar’s vision of reservation was never about providing undue advantage to specific groups; it was about creating a level playing field where everyone has an equal opportunity to succeed. Until that vision is realized, students and society must continue to engage with these policies with a spirit of understanding, respect, and social responsibility.

(The author is a professor and dean of Christ University, Bengaluru)