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prabhatjairam · 10 months

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5 Key Points of the Education System in India

To shape a better society, Education plays a remedial and significant role in balancing the socioeconomic elements of the country. It determines the quality of an individual’s life, improves skills and knowledge, and develops personality and attitude. Education is the strongest instrument for reducing poverty and improving lifestyles. It alters employment chances and shows the importance of hard work that helps children to become better citizens.

The education system in India has made substantial progress in recent years to ensure that learning opportunities are available to all segments of society. It has evolved tremendously over the years and has changed from a traditional learning system to a more modern and innovative one. The modern education system is supported by one formula- “Cheap, Required, and Customary Education to all.” This blog post briefly overviews Indian Education System and its key points.

Students of digital education become comfortable with accessing and finding content online. To strengthen a student’s learning experience and encompass a wide spectrum of tools and practices- “study24hr.com” enables students to find solutions to their problems. It helps learners build the skills to navigate technology and get the best out of it.

Education System in India

Indian education is one of the largest education systems in the world that brings out the capabilities to fight injustice in society. The learning and teaching process holds great significance in the Indian education system. The teachings of a sound education platform improve students’ lives in every way. It makes an individual self-reliant, helps to conquer social evils, and contributes towards the evolution of the society and nation as a whole.

The school system in India is divided into four levels: pre-primary, primary, elementary, and secondary Education, followed by higher studies. It focuses on being learning-centric rather than exam-centric. Children can learn by interacting with knowledgeable and experienced teachers in various fields as they have taken to libraries, seminars, national museums, vocational trips, etc.

Features of the Indian Education System

The education system in India compels students to develop independent and original ideas by focusing on the following key points.

Affordable Fees Structure

The fee structure of education in India is quite affordable. Government schools and educational institutions are economical and provide good quality education. Due to this reason, every parent can send their child to school and fulfill their dream giving their kids the best Education and a secure future. Furthermore, the government of India has introduced various measures to extend the education level and prioritize online education to minimize learning losses.

Online learning platforms are the growing face of the education system in India. With digital learning, children can access online classes anywhere, at any time. The innovative eLearning portals enhance students’’ cognitive levels and help students create and communicate new ideas. It is a new way of learning from the instructors that makes students smart.

Mandatory Education

Compulsory education is the major key feature of the education system in India that provides education to students up to the 10th standard. The Constitution Act 2002 implies compulsory and free education of all children aged six to fourteen as a Fundamental Right. By getting secondary education, children get a chance to learn the basic etiquette of right and wrong and develop literary skills. As a result, the Indian education system gives students equal opportunities to shine better in the future.

Also read: Daily Booster Article| study24hr.com

Advanced Teaching Methods

The learning platform of India is headed towards Outcome-Based Education(OBE). The emergence of blended reading, learning, online classes, and experiential training has changed how students interact with educational content. Teachers are now discouraging children from the rote-learning method suggesting new and improved ways to impart Education.

Advancement in teaching methods integrates new teaching strategies and methods that improve education quality and children’s involvement in the educational process. Collaborative Learning, Flapped Classrooms, Self Learning, and Video Animations are various types of modern teaching methods. With these advanced technologies, students can retain new information facilitating active learning.

Make Dreams Come True

The Indian education system breeds forward-thinking, willingness to learn, and eager children ready to step into the real world and make their professional dreams come true. It has evolved to a great extent from the Vedic days to eLearning.

The latest technology has made it possible to provide online classes so that students complete their education on time. From digital courses to professional courses, everything can be done virtually. Students can get a piece of full-fledged information before opting for their desired course. They can easily make the best choice with the availability of various online courses that help in pursuing their targeted goals.

Since students can decide by their conscience what means of Education will suit them, “study24hr.com” brought thousands of instructors and verified courses that provide quality learning opportunities to prepare children with knowledge and skills. The portal’s mission is to empower every Indian student to achieve their full potential.

Allows Self-Dependency

Self-dependency is important as it is one of the main aspects of Human Personality Development. It makes students strong-willed and determined. The education system in India believes in making children self-dependent and self-reliant. It makes it easier for learners to find the necessary information and resources.

Schools and educational institutions now tend to focus more on acquiring skills in technology, critical thinking, communication, and problem-solving. The modern educational curriculum compromises comprehensive learning and doesn’t just limit itself to core subjects. When children learn something out of their course, they get exposure to a particular topic that enhances self-dependency.

The Bottom Line

Education is every child’s right that entails the right to learn. Without quality education, kids and youngsters face considerable barriers to employment and earning potential in their future. They are more likely to suffer unfavorable health outcomes and less likely to participate in decisions that affect them in shaping a better future. Therefore, education is the only thing that helps students to pursue their dreams.

#artificial intelligence #education #knowledge #study24hr #advance teaching #dreams #youngsters #self dependency #skills #indian education system #society #social media #socialism #students

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burst-of-iridescent · 7 months

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South Asian and Hindu Influences in ATLA (Part 2)

disclaimer: i was raised culturally and religiously hindu, and though i've tried to do my research for this post and pair it with my own cultural knowledge, i'm not an expert on hinduism by any means. should i mess up, please let me know.

please also be aware that many of the concepts discussed in this post overlap heavily with religions such as buddhism and jainism, which might have different interpretations and representations. as i'm not from those religions or cultures, i don't want to speak on them, but if anyone with that knowledge wishes to add on, please feel free.

Part 1

In the previous post, I discussed some of the things ATLA got right in its depictions of desi and hindu cultures. unfortunately, they also got plenty of things wrong - often in ways that leaned towards racist caricatures - so let's break them down, starting with...

Guru Pathik

both the word "guru" and name "pathik" come from sanskrit. pathik means "traveler" or "he who knows the way" while guru is a term for a guide or mentor, similar to a teacher.

gurus were responsible for the very first education systems in ancient india, setting up institutions called gurukuls. students, referred to as disciples, would often spend years living with and learning from their gurus in these gurukuls, studying vedic and buddhist texts, philosophy, music and even martial arts.

however, their learning was not limited merely to academic study, as gurus were also responsible for guiding the spiritual evolution of their disciples. it was common for disciples to meditate, practice yoga, fast for days or weeks, and complete mundane household chores every day in order to instill them with self-discipline and help them achieve enlightenment and spiritual awareness. the relationship between a guru and his disciple was considered a sacred, holy bond, far exceeding that of a mere teacher and student.

aang's training with guru pathik mirrors some of these elements. similar to real gurus, pathik takes on the role of aang's spiritual mentor. he guides aang in unblocking his chakras and mastering the avatar state through meditation, fasting, and self-reflection - all of which are practices that would have likely been encouraged in disciples by their gurus.

pathik's design also takes inspiration from sadhus, holy men who renounced their worldly ties to follow a path of spiritual discipline. the guru's simple, nondescript clothing and hair are reflective of the ascetic lifestyle sadhus are expected to lead, giving up material belongings and desires in order to achieve spiritual enlightenment and, ultimately, liberation from the reincarnation cycle.

unfortunately, this is where the respectful references end because everything else about guru pathik was insensitive at best and stereotypical at worst.

it is extremely distasteful that the guru speaks with an overexaggerated indian accent, even though the iranian-indian actor who plays him has a naturally british accent. why not just hire an actual indian voice actor if the intention was to make pathik sound authentic? besides, i doubt authenticity was the sole intention, given that the purposeful distortion of indian accents was a common racist trope played for comedy in early 2000s children's media (see: phineas and ferb, diary of a wimpy kid, jessie... the list goes on).

furthermore, while pathik is presented a wise and respected figure within this episode, his next (and last) appearance in the show is entirely the opposite.

in the episode nightmares and daydreams, pathik appears in aang's nightmare with six hands, holding what appears to be a veena (a classical indian music instrument). this references the iconography of the hindu deity Saraswati, the goddess of wisdom and knowledge. the embodiment of divine enlightenment, learning, insight and truth, Saraswati is a member of the Tridevi (the female version of the Trimurti), one of the most respected and revered goddesses in the Hindu pantheon... and her likeness is used for a cheap laugh on a character who's already treated as a caricature.

that's bad enough on its own, but when you consider that guru pathik is the only explicitly south asian coded character in the entire show, it's downright insulting. for a show that took so many of its foundational concepts from south asia and hinduism and yet provided almost no desi representation in return, this is just rubbing salt in the wound.

Chakras

"chakra", meaning "circle" or "wheel of life" in sanskrit, refers to sources of energy found in the human body. chakra points are aligned along the spine, with energy flowing from the lowest to the highest point. the energy pooled at the lowest chakra is called kundalini, and the aim is to release this energy to the highest chakra in order to achieve spiritual enlightenment and consciousness.

the number of chakras varies in different religions, with buddhism referencing five chakras while hinduism has seven. atla draws from the latter influence, so let's take a look at the seven chakras:

Muladhara (the Root Chakra). located at the base of the spine, this chakra deals with our basest instincts and is linked to the element of earth.

Swadhisthana (the Sacral Chakra). located just below the navel, this chakra deals with emotional intensity and pleasure and is linked to the element of water.

Manipura (the Solar Plexus Chakra). located in the stomach, this chakra deals with willpower and self-acceptance and is linked to the element of fire.

Anahata (the Heart Chakra). located in the heart, this chakra deals with love, compassion and forgiveness and is linked to the element of air. in the show, this chakra is blocked by aang's grief over the loss of the air nomads, which is a nice elemental allusion.

Vishudda (the Throat Chakra). located at the base of the throat, this chakra deals with communication and honesty and is linked to the fifth classical element of space. the show calls this the Sound Chakra, though i'm unsure where they got that from.

Ajna (the Third Eye Chakra). located in the centre of the forehead, this chakra deals with spirituality and insight and is also linked to the element of space. the show calls it the Light Chakra, which is fairly close.

Sahasrara (the Crown Chakra). located at the very top of the head, this chakra deals with pure cosmic consciousness and is also linked to the element of space. it makes perfect sense that this would be the final chakra aang has to unblock in order to connect with the avatar spirit, since the crown chakra is meant to be the point of communion with one's deepest, truest self.

the show follows these associations and descriptions almost verbatim, and does a good job linking the individual chakras to their associated struggles in aang's arc.

Cosmic Energy

the idea of chakras is associated with the concept of shakti, which refers to the life-giving energy that flows throughout the universe and within every individual.

the idea of shakti is a fundamentally unifying one, stating that all living beings are connected to one another and the universe through the cosmic energy that flows through us all. this philosophy is referenced both in the swamp episode and in guru pathik telling aang that the greatest illusion in the world is that of separation - after all, how can there be any real separation when every life is sustained by the same force?

this is also why aang needing to let go of katara did not, as he mistakenly assumed, mean he had to stop loving her. rather, the point of shedding earthly attachment is to allow one to become more attuned to shakti, both within oneself and others. ironically, in letting go of katara and allowing himself to commune with the divine energy of the universe instead, aang would have been more connected to her - not less.

The Avatar State

according to hinduism, there are five classical elements known as pancha bhuta that form the foundations of all creation: air, water, earth, fire, and space/atmosphere.

obviously, atla borrows this concept in making a world entirely based on the four classical elements. but looking at how the avatar spirit is portrayed as a giant version of aang suspended in mid-air, far above the earth, it's possible that this could reference the fifth liminal element of space as well.

admittedly this might be a bit of a reach, but personally i find it a neat piece of worldbuilding that could further explain the power of the avatar. compared to anyone else who might be able to master only one element, mastering all five means having control of every building block of the world. this would allow the avatar to be far more attuned to the spiritual energy within the universe - and themselves - as a result, setting in motion the endless cycle of death and rebirth that would connect their soul even across lifetimes.

#atla #atla cultural influences #hinduism in atla #welp i thought this would be the last part but i ended up having more to talk about than i thought #so i'll save the book 3 inspirations for the next post #including my absolute favourite combustion man #and by favourite i mean kill it with fire why did you ever think this was okay to do writers

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room-surprise · 1 month

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EXTERNAL INFLUENCES IN DUNGEON MESHI: INDIAN PHILOSOPHY

(SPOILERS FOR DUNGEON MESHI BELOW)

We know that Ryoko Kui spent considerable time at the beginning of working on Dungeon Meshi doing research and planning the series. Kui constantly references real world culture, history and mythology, but she also occasionally references real-world philosophy.

The story of Dungeon Meshi is full of philosophical questions about the joy and privilege of being alive, the inevitability of death and loss, the importance of taking care of yourself and your loved ones, and the purpose and true nature of desire. Kui explores these issues through the plot, the characters, and even the fundamental building blocks that make up her fictional fantasy world. Though it’s impossible to say without Kui making a statement on the issue, I believe Dungeon Meshi reflects many elements of ancient Indian philosophy and religion.

It’s possible that Kui just finds these ideas interesting to write about, but doesn’t have any personal affiliation with either religion, however I would not be at all surprised if I learned that Kui is a Buddhist, or has personal experience with Buddhism, since it’s one of the major religions in Japan.

I could write many essays trying to explain these extremely complex concepts, and I know that my understanding of them is imperfect, but I’ll do my best to explain them in as simple a way as possible to illustrate how these ideas may have influenced Kui’s work.

HINDUISM

Hinduism is the third-largest religion in the world and originates in India. The term Hinduism is a huge umbrella that encompasses many diverse systems of thought, but they have some shared theological elements, and share many ancient texts and myths.

According to Classical Hindu belief, there are four core goals in human life, and they are the pursuit of dharma, artha, kama, and moksha.

Dharma is the natural order of the universe, and also one’s obligation to carry out their part in it. It is the pursuit and execution of one’s inherent nature and true calling, playing one’s role in the cosmic order.

Artha is the resources needed for an individual’s material well-being. A central premise of Hindu philosophy is that every person should live a joyous, pleasurable and fulfilling life, where every person's needs are acknowledged and fulfilled. A person's needs can only be fulfilled when sufficient means are available.

Kama is sensory, emotional, and aesthetic pleasure. Often misinterpreted to only mean “sexual desire”, kama is any kind of enjoyment derived from one or more of the five senses, including things like having sex, eating, listening to music, or admiring a painting. The pursuit of kama is considered an essential part of healthy human life, as long as it is in balance with the pursuit of the three other goals.

Moksha is peace, release, nirvana, and ultimate enlightenment. Moksha is freedom from ignorance through self-knowledge and true understanding of the universe, and the end of the inevitable suffering caused by the struggle of being alive. When one has reached true enlightenment, has nothing more to learn or understand about the universe, and has let go of all earthly desires, they have attained moksha, and they will not be reborn again. In Hinduism’s ancient texts, moksha is seen as achievable through the same techniques used to practice dharma, for example self-reflection and self-control. Moksha is sometimes described as self-discipline that is so perfect that it becomes unconscious behavior.

The core conflict of Hinduism is the eternal struggle between the material and immaterial world. It is often said that all of the material world is “an illusion,” and what this means is that all good and bad things will inevitably end, because the material world is finite. On the one hand, this is sad, because everything good in life will one day cease to exist, but on the other hand, this is reassuring, because all of the bad things will eventually end as well, and if one can accept this, they will be at peace.

The central debate of Hinduism is, which is more important: Satisfying your needs as a living thing, having a good life as a productive member of society, serving yourself, your family, and the world by participating in it the way nature intended? Or is it rejecting desire and attachment, discovering the true nature of existence, realizing the impermanence of material things, and that one can only escape the suffering that comes from the struggle of life by accepting that death and loss are inevitable?

There is no set answer to this question, and most believers of Hinduism tend to strike a balance between the two extremes simply because that’s what happens when a person leads a normal, average life, however there are also those who believe that pursuing extremes will lead to ultimate enlightenment and final release as well.

BUDDHISM

Buddhism is an Indian religion and philosophical tradition that originated in the 5th century BCE, based on teachings attributed to religious teacher the Buddha. It is the world's fourth-largest religion and though it began in India, it has spread throughout all of Asia and has played a major role in Asian culture and spirituality, eventually spreading to the West beginning in the 20th century.

Buddhism is partially derived from the same worldview and philosophical belief system as Hinduism, and the main difference is that the Buddha taught that there is a “middle way” that all people should strive to attain, and that the excesses of asceticism (total self-denial) or hedonism (total self-indulgence) practiced by some Hindus could not lead a person to moksha/enlightenment/release from suffering.

Buddhism teaches that the primary source of suffering in life is caused by misperception or ignorance of two truths; nothing is permanent, and there is no individual self.

Buddhists believe that dukkha (suffering) is an innate characteristic of life, and it is manifested in trying to “have” or “keep” things, due to fear of loss and suffering. Dukkha is caused by desire. Dukkha can be ended by ceasing to feel desire through achieving enlightenment and understanding that everything is a temporary illusion.

There are many, many other differences between Hinduism and Buddhism, but these elements are the ones that I think are most relevant to Kui’s work.

Extreme hedonism involves seeking sensual pleasure without any limits. This could just be indulging in what people would consider “normal” pleasures, like food, sex, drugs and the arts, but it can also involve doing things which are considered socially repugnant, either literally or by taking part in symbolic rituals that represent these acts. Some examples are holding religious meetings in forbidden places, consuming forbidden substances (including human flesh), using human bones as tools, or engaging in sex with partners who are considered socially unacceptable (unclean, wrong gender, too young, too old, related to the practitioner). Again, these acts may be done literally or symbolically.

Extreme ascetic practices involve anything that torments the physical body, and some examples are meditation without breathing, the total suppression of bodily movement, refusing to lay down, tearing out the hair, going naked, wearing rough and painful clothing, laying on a mat of thorns, or starving oneself.

HOW THIS CONNECTS TO DUNGEON MESHI

Kui’s most emphasized message in Dungeon Meshi is that being alive is a fleeting, temporary experience that once lost, cannot truly be regained, and is therefore precious in its rarity. Kui also tells us that to be alive means to desire things, that one cannot exist without the other, that desire is essential for life. This reflects the four core goals of human life in Hinduism and Buddhism, but also could be a criticism of some aspects of these philosophies.

I think Kui’s story shows the logical functionality of the four core goals: only characters who properly take care of themselves, and who accept the risk of suffering are able to thrive and experience joy. I think Kui agrees with the Buddhist stance that neither extreme hedonism nor extreme self-denial can lead to enlightenment and ultimate bliss… But I also think that Kui may be saying that ultimate bliss is an illusion, and that the greatest bliss can only be found while a person is still alive, experiencing both loss and desire as a living being.

Kui tells us living things should strive to remain alive, no matter how difficult living may be sometimes, because taking part in life is inherently valuable. All joy and happiness comes from being alive and sharing that precious, limited life with the people around you, and knowing that happiness is finite and must be savored.

Dungeon Meshi tells us souls exist, but never tells us where they go or what happens after death. I think this is very intentional, because Kui doesn’t want readers to think that the characters can just give up and be happy in their next life, or in an afterlife.

There is resurrection in Dungeon Meshi, but thematically there are really no true “second chances.” Although in-universe society views revival as an unambiguous good and moral imperative, Kui repeatedly reminds us of its unnatural and dangerous nature. Although reviving Falin is a central goal of the story, it is only when Laios and Marcille are able to let go of her that the revival finally works… And after the manga’s ending, Kui tells us Falin leaves Laios and Marcille behind to travel the world alone, which essentially makes her dead to them anyway, since she is absent from their lives.

At the same time, Kui tells us that trying to prevent death, or avoid all suffering and loss is a foolish quest that will never end in happiness, because loss and suffering are inevitable and must someday be endured as part of the cycle of life. Happiness cannot exist without suffering, just like the joy of eating requires the existence of hunger, and even starvation.

Kui equates eating with desire itself, using it as a metaphor to describe anything a living creature might want, Kui also views the literal act of eating as the deepest, most fundamental desire of a living thing, the desire that all other desires are built on top of. If a living thing doesn’t eat, it will not have the energy necessary to engage with any other part of life. Toshiro, Mithrun, and Kabru are all examples of this in the story: They don’t take care of themselves and they actively avoid eating, and as a result they suffer from weakness, and struggle to realize their other desires.

Kui suggests that the key difference between being alive or dead is whether or not someone experiences desire. If you are alive, even if you feel empty and cannot identify your desires like Mithrun, you still have desires because you would be dead without them. The living body desires to breathe, to eat, to sleep, even if a person has become numb, or rejected those desires either to punish themselves, or out of a lack of self-love.

Sometimes, we have to do things which are painful and unpleasant, in order to enjoy the good things that make us happy. I believe Kui is telling us that giving up, falling into despair, and refusing to participate in life is not a viable solution either.

The demon only learns to experience desire by entering into and existing in the material, finite world. This experience intoxicates the demon, and it becomes addicted to feeling both the suffering of desire, and the satisfaction of having it fulfilled. This unnatural situation is what endangers the Dungeon Meshi world, and it’s only by purging the demon of this ability to desire that the world can be saved. The demon is like a corrupted Buddha that must give up its desires in order to return to the peaceful existence it had before it was corrupted.

The demon curses Laios to never achieve his greatest desires at the end of the manga, which manifests in several ways, such as losing his monstrous form, Falin choosing to leave after she’s revived, and being unable to get close to monsters because they are afraid of him. In some ways you could compare Laios to a Bodhisattva, a person who tries to aid others in finding nirvana/moksha, even if it prolongs their own suffering and prevents them from finding personal release. Laios gives the demon peace, but Laios himself will never be able to satisfy his desires, and must eventually come to accept his loss and move on with his life.

(This is an excerpt from Chapter 3 of my Real World Cultural and Linguistic influences in Dungeon Meshi essay.)

#dungeon meshi #delicious in dungeon #the winged lion #dungeon meshi spoilers #laios touden #mithrun of the house of kerensil #analysis #The Essay #After all the conversation about Mithrun I felt it was really important to drop this excerpt today

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fatehbaz · 1 year

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Goldstein and Mahmoudi point to what, on appearance, is a relatively new phenomenon: namely the use of digital technologies in contemporary forms of surveillance and policing, and the way in which they turn the body into the border. [...] [T]he datafication of human life becomes an industry in its own right [...] [with the concept of] “surveillance capitalism” - a system based on capturing behavioral data and using it for commercial purposes [...] [which] emerged in the early 2000s [...].

In contrast, scholarship on colonialism, slavery, and plantation capitalism enables us to understand how racial surveillance capitalism has existed since the grid cities of sixteenth-century Spanish Mexico (Mirzoeff 2020). In short, and as Simone Browne (2015, 10) has shown, “surveillance is nothing new to black folks.” [...]

[S]urveillance in the service of racial capitalism has historically aided three interconnected goals: (1) the control of movement of certain - predominantly racialized - bodies through means of identification; (2) the control of labor to increase productivity and output; and (3) the generation of knowledge about the colony and its native inhabitants in order to “maintain” the colonies [...].

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Identification documents and practices can, like so many other surveillance technologies, be traced back to the Middle Passage [...]. [T]he movement of captives was controlled through [...] slave passes, slave patrols [...]. Similar strategies of using wanted posters and passes were put in place to control the movement of indentured white laborers from England and Ireland. [...]

Fingerprinting, for example, was developed in India because colonial officials could not tell people apart [...].

In Algeria, the French dominated the colonized population by issuing internal passports, creating internal limits on movement for certain groups, and establishing camps for landless peasants [...]. In South Africa, meanwhile, the movement of the Black population was controlled through the “pass laws”: an internal passport system designed to confine Black South Africans into Bantustans and ensure a steady supply of super-exploitable labor [...].

On the plantation itself, two forms of surveillance emerged - both with the underlying aim of increasing productivity and output. One was in the form of daily notetaking by plantation and slave owners. [...] Second, [...] a combination of surveillance, accounting, and violence was used to make slave labor in the cotton fields more “efficient.” [...] [S]imilar logics of quotas and surveillance still reverberate in today's labor management systems. Finally, surveillance was also essential to the management of the colonies. It occurred through [...] practices like fingerprinting and the passport [...]. [P]hotographs were used after colonial rebellions, in 1857 in India and in 1865 in Jamaica, to better identify the local population and identify “racial types.” To control different Indian communities deemed criminal and vagrant, the British instituted a system of registration where [...] [particular people] were not allowed to sleep away from their villages without prior permission [...].

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In sum, when thinking about so-called surveillance capitalism today, it is essential to recognize that the logics that underpin these technologies are not new, but were developed and tested in the management of racialized minorities during the colonial era with a similar end goal, namely to control, order, and undermine the poor, colonized, enslaved, and indentured; to create a vulnerable and super-exploitable workforce; and to increase efficiency in production and foster accumulation. Consequently, while the (digital) technologies used for surveillance might have changed, the logics underpinning them have not.

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All text above by: Sabrina Axster and Ida Danewid. In a section from an article co-authored by Sabrina Axster, Ida Danewid, Asher Goldstein, Matt Mahmoudi, Cemal Burak Tansel, and Lauren Wilcox. "Colonial Lives of the Carceral Archipelago: Rethinking the Neoliberal Security State". International Political Sociology Volume 15, Issue 3, pp. 415-439. September 2021. [Bold emphasis and some paragraph breaks/contractions added by me. Presented here for commentary, teaching, criticism purposes.]

#abolition #landscape #colonial #imperial #ecology #tidalectics #caribbean #archipelagic thinking #carceral geography #intimacies of four continents #multispecies #geographic imaginaries

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bookishfeylin · 1 year

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I know you don't usually do these kinds of posts, but you're probably one of the most implicated in black history month people that I follow so I wanted to ask you, as I already value your opinions in Acotar, what do you think of the documentary where actual historians claim Cleopatra was a black woman? Lately, this has been a pretty active topic on my fyp on TikTok, and I wanted to know a black woman's perspective on this.

Thank you in advance, and if you usually don't answer these questions or don't want to answer this one, I'll totally understand, and there's no problem at all.

I didn’t know there was a new documentary out, but when I saw the name Cleopatra I automatically sighed because I knew what was coming. This is a subject a know a little 🤏🏾 about, actually, because I researched it a bit myself in my last year of high school (and stopped because of the uh. NASTINESS associated with this particular subject) and though it’s been a few years I remembered some main, basic things, and I wanted to check a few things first.

At best, in the most CHARITABLE interpretation as far as I in my limited knowledge can tell, it would be correct to say that’s it’s POSSIBLE that she MAY have been mixed Black because, though she was part of the GREEK Ptolemaic dynasty that ruled Egypt (Ptolemy being one of Alexander the Great’s generals who got the Egyptian portion of his empire after Alexander died), that’s on her fathers side; her mother’s exact ethnicity isn’t known. Not that this won’t stop the hoteps from running off and claiming her and all of ancient Egypt as Black though So some have ***speculated*** that her mother—and thus Cleopatra—may have potentially been part Egyptian (and that goes into the issue of deciding that the “Egyptian” in this instance had to have been Black rather than MENA but that’s again a whole other can of worms). BUT it’s more likely that her mother was Greek due to the uh, PRACTICE™️ of inbreeding and it not being common for the dynasty to marry Egyptians. So it’s more probable that she was fully Greek/Macedonian and not part Egyptian, much less part Black. (Also some historians speculate she may have had Persian blood? I guess? Again it’s a can of worms, not something i’m digging deep into because of the nastiness that you often stumble across) Unless there’s a new study confirming her mother’s identity or something that I missed, it’s simply incorrect to claim that Cleopatra was undeniably Black, because though it is ***possible*** she most likely ***wasn’t.***

But this topic really upsets me, because there are LEGITIMATE Black kingdoms and empires who were mighty and well developed and powerful like the Aksumite empire and kingdoms of Kongo and Loango and the Great Zimbabwe empire and the empires of Ghana and Mali and Songhay and the Ashanti kingdom and the WHOLE SWAHILI COAST THAT WAS INVOLVED IN THE INDIAN OCEAN TRADE ROUTE and they had their own great rulers, their own kings and queens and emperors and empresses, their palaces and castles, their own cities and towns, their own complex civilizations and dynastic royal families that deserve the attention Cleopatra and ancient Egypt get. They were erased—and Egypt was not—by white people to prop themselves up as the only race capable of forming civilizations and advanced societies as a means of justifying colonization and imperialism to “civilize” the rest of the world and as a result many of those other empires have been erased from our education system here in the states and many people cling to ancient Egypt as proof that we’re not inferior and aren’t savages like white people claim due to believing that since Egypt’s in Africa it had to have been mostly Black when Egypt, and the Ptolemaic dynasty and Cleopatra in PARTICULAR, are literally the worst example that could’ve been chosen and were the only African kingdom spared erasure FOR A REASON.

Anyway, I don’t like it, it’s disingenuous and does US wrong because we need to give that energy to other African kingdoms that need and could use the fame Egypt + Cleopatra get, and we deserve a better education system to teach us this stuff. I hope this answers your question? And I don’t mind any kinds of asks 🥰

#I get the desire to claim Egypt because I remember in high school a racist white guy asked why Africans didn’t build their own civilizations #And that’s what sent me researching in the first place so I truly get the frustration but black women we can do BETTER #ask #anon #cleopatra #egypt #africa #racism #Don’t come at me in my inbox yall #antiblackness

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youremyheaven · 1 year

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A beginner's guide to Vedic Astrology

1. Vedic astrology is based on a very different way of perceiving the world. It will take some time to get used to it but be patient. Its not as quick and easy to compartmentalize as western/tropical astrology. it addresses the human condition in all its nuance and complexity. It will take you a lot of time to understand even one nakshatra but this is normal and part of the process. Avoid looking at twitter/tumblr posts that try to tropicalize Vedic astrology by giving really weird takes with 0 context or explanation. Read blogs and articles, do a google deep dive, there are many websites run by Indian astrologers who will provide you with good introductions to your chart/naks.

2. There are 27 nakshatras divided over 12 rashis, these come under the rulership of 8 planets and are further classified on the basis of their aim, tattva, ganas, yoni animal, function etc. Familiarize yourself with the mythology of your naks and their basic classification. This is the most accessible starting point for a newbie.

3. Zodiac does not automatically become redundant in the Vedic system. They are called "rashi" and each rashi houses 2 or more nakshatras.

4. 90% of the time the moon occupies only ONE nakshatra over the course of one day. its UNCOMMON for the moon to occupy more than one nakshatra in one day. if you don't have someone's birth time and use 12 noon as the standard time (which is common practice since its right in the middle of the day with 12 hours behind and 12 hours ahead) 90% their moon sign will be correct. Since the ascendant changes every hour or so, its hard to narrow it down unless you know the person and can make an educated guess.

ive seen people argue that xyz is ashwini moon instead of bharani moon etc and please go to a good vedic birth chart generating site (i recommend either astro seek or faraway) and you can check their birth chart for every hour of the day of their given birthday if you have the time. the MOON STAYS IN THE SAME NAKSHATRA OVER THE COURSE OF ONE DAY!!!! its RARE for it to be in the preceding or following nak and it usually only happens for a VERY small window of time.

5. if you can, just get your chart read by someone who knows their stuff. avoid consuming the misinformation rampant on twitter/tumblr.

6. approach Vedic astrology with an open mind. many websites will tell you you're a horrible person with zero luck , jealous and doomed to live in perpetual misery but please understand that these come from the narrowness of their own knowledge and understanding. any wisdom possessed by an individual has to pass through their filter of perception in order to be written down. astrology is not a doomsday machine tool condemning some and glorifying others. do not make a religion out of this. think of your birth chart as something that provides context as to why you are the way you are. don't let it be something that holds you back.

7. please don't randomly pick up tantric practices and chant mantras or perform rituals just because you know a little bit about vedic astrology. this is a whole new turf and these practices can be life changing if done right but disastrous if done wrong. trust your intuition, always. i hate that tiktok/social media etc has made witch craft/magick/esoteric occult rituals look like some quirky, "woo woo" thing that anyone can do. please stay safe ya'll <33 don't blindly follow others <33

#vedic astro notes #sidereal astrology #astrology observations #astrology notes #vedic astrology #astro observations #astro notes #astrology #nakshatras #astroblr #guide to vedic astrology

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wynought · 10 months

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since i haven't seen it being pointed out before

all of the first stoats' names essentially mean "light"

kiran is of sanskrit origin meaning "ray of light" (and, according to wikipedia, an explicitly unisex name), uri is a hebrew name meaning "my light", hester is a variant of the name esther (of biblical/jewish origin) which comes from the same old persian root as the word "star", and, while i didn't find any particularly reliable source, various babyname websites at least seem to agree that jomei is a japanese name meaning "spread light"

additionally, their names seem to correlate with their purpose/position in last bast:

jomei is the speaker, they are in charge of propaganda - quite literally spreading the belief system and worldview of the first stoats aka the Light. it feels like this name is extremely straightforward in its meaning, but i was also unable to find much else on it, so there may be some additional hidden truth that i'm missing so far.

hester is the silence (the one with the gas mask missing their lower jaw and tongue) and their sphere of influence is secrets. now, i'm no religious scholar, and i have all of my information from quite literally the introductory paragraphs of the wikipedia article on the name esther. however, it seems that queen esther only took this name after ascending to the throne of persia to hide her true identity. this is reflected in the hebrew root of the name esther translating into "hide"/"conceal". (i am unable to provide more info on this, but anybody with a working understanding of how hebrew works and/or with more insight on the book of esther, feel free to interject/correct/add on to this)

uri is our beloved stoat pope. apparently, the name uri comes from the verb for "to shine" (to either be or to give light) and the mark of possession, resulting in the first connotation i mentioned earlier - "my light". this possessive marker, however, can also be interpreted as the name Yah which would be an abbreviation of YHWH - a marker of the divine, if you will. Therefore, Uri can also mean "Yah is my light", a very fitting name for the stoat whose department we only see called "faith".

i was unable to find a deeper meaning behind kiran's name, although to me "beam of light" feels very much like a name befitting the first stoats' leader. considering the way they commanded the wolf of theseus, it also seems to reflect the way their magic/their brand of control worked (their line of sight was part of how they controlled the wolf, indicating that was a key part of either their magic or the conditioning inflicted on the wolf - i'm partial towards the latter, considering how the wolf reacted to tula after she healed it). if anybody has anything more concrete to offer, though, i am all ears!

anyways, the first stoats' names are really cool, and we as a fandom don't talk enough about them because they died so fast. huge props to aabria for this fun bit of world building!

(disclaimer: as mentioned above, i have no background in theology or judaism, nor do i have any deeper knowledge of sanskrit, hindi, and indian mythology/folklore, nor japanese, and japanese mythology which would give me a deeper understanding of these names. my information comes from google and while i did try my best to verify the claims, i am fallible and happen to currently be very tired, so please correct me, if i made any mistakes!)

#burrow's end #d20 #burrow's end spoilers #d20 spoilers #f: d20 #f: burrow's end #c: kiran (be)#c: stoat pope uri (be)#c: the silence hester (be)#c: the speaker jomei (be)

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jurakan · 10 months

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I got a weird prompting to ask for a fun fact about someone who came up with a whole system of writing and then just disappeared. Odd, I know.

Well, you came to the right place, friendo! Today You Learned about Sequoyah.

[I had hoped to do this around Thanksgiving, or for Indigenous Peoples Month, but no one asked for it then so better late than never!]

Okay, maybe you have heard of the man. But if not, here ya go: Sequoyah was a Cherokee man born in Tennessee around the year 1770. When he grew up, his day job was actually being a silversmith, trading with trappers and merchants that came through Cherokee territory. He was pretty darn good at it too, and signed off on all of his work.

Something he noticed, though, was that the Europeans who went through had a written language, and that it was helpful for recording information and talking to people far away. That’s handy, Sequoyah thought. We should have our own written language. Because at that point, Cherokee didn’t have a written language. So, apparently, this man decided to just… make one up.

I say “make one up” as if he came up with it on the spot without thought. No, that’s not what happened. In 1809, Sequoyah began to study English, Greek, and Hebrew, and developed a written system for the Cherokee language. Each symbol represents a syllable, rather than a letter like in the English writing system, leading to a total of over 80 symbols for the alphabet.

Everyone thought he was crazy, but I want to be clear: he did it. This man, a silversmith by trade, created a written language system that within twenty years of its creation became the official written language of the Cherokee Nation.

That’s insane, guys! Where is this guy’s biopic? If you lived in a place with heavy Cherokee history, like the Carolinas, chances are you’ve heard of him–the NC Museum has a small exhibit on him in their section on Cherokee history, and we covered him in school in an article/essay/non-fiction story (I don’t know what we call those things) called “Sequoyah and the Riddle of the Talking Leaves”, but it’s nuts to me that he’s not a more famous figure in American history, considering this.

Sequoyah actually taught the language to his daughter Ayokeh first, so that he could prove that it worked and made sense. Then he spent a ton of time traveling through Cherokee territory to get people to see its usefulness and learn it. Apparently, it worked.

So the US government thought this was awesome and gave Sequoyah a mansion to live in, right? [/sarcasm] No, you can probably guess from the timeline what happened. He went to Washington D.C. to protest and argue with other Native American leaders against the Indian Removal laws the government was enacting, but wasn’t successful, leading to the Trail of Tears. His interactions with other nations led him to decide to try to create another system of writing for all indigenous Americans to use. I don’t think it ever got completed, but someone with more knowledge on the subject can probably tell you more.

He died in Mexico, on an expedition based on the rumor that some Cherokee had gone there–the reunification of the Cherokee people was a big deal to him, after all.

We think he died there, anyway.

See, we don’t actually know where his body is. Officially, he died in 1845 of a lung infection; we don’t know where his body is. The Cherokee funded an expedition to find his grave in the 20th century, but while they found a grave in Coahuila, Mexico, they aren’t sure if it’s his. In 2011, a newspaper argued that actually he wasn’t buried, his skeleton was found in 1903 in a cave in Oklahoma.

I found this out by seeing that he’s listed on Wikipedia’s “List of People Who Disappeared” (which I do not recommend reading if you are sitting alone in a house at night).

Well, he’s still an important national figure. He’s got some recognition–his statue is in the US Capitol, he’s got a sculpture in front of the Cherokee Museum in North Carolina, and! Along with several figures from world cultures credited with inventing/teaching writing, he’s on the doors of the John Adams Building of the Library of Congress.

YMMV may vary on whether or not it’s good that he’s on there with a bunch of mythological figures.

#Sequoyah #Cherokee #Today You Learned #Fun Fact Friday #US history #language

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philearning · 8 months

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Introduction to Indian Knowledge System: Concepts and Applications by Mahadevan et al (In the image the book is displayed on the cut-out at Aryabhatt College, Anand Niketan, South Campus, University of Delhi)

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#phibooks #philearning #phibookclub #indian knowledge system #ancient indian history #ancient indian education system #ebook #aicte

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celestialsibyl · 1 year

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planetary archetypes: ancient astrology

𖤓 hierarchy of the cosmos 𖤓

the luminaries [sun & moon] are the brightest celestial bodies that emit the most light. the moon ☽ is the sun’s ☉ mirror, reflecting solar light and illuminating the night sky

the following planets are in order according to their distance from earth.

moon ☽ ➝ mercury ☿ ➝ venus ♀➝ sun ☉ ➝ mars ♂ ➝ jupiter ♃ ➝ saturn ♄

sun ☉ diety: sol [roman] hēlios [greek] shamash [babylonian] surya [indian] is the light of the mind, perception of the soul, the source of energy. its creative power is absolute. at a personal level, sun expresses itself as self-esteem and confidence, sense of purpose, ambition and determination. associated with the symbolism of an emperor with his central authority, leadership. illuminator. so[u]l.

moon ☽ diety: luna [roman] selēnē [greek] sin [babylonian] chandra [indian] is a cosmic mirror, reflection of solar and creative light, thus the analogy with multiplication, reproduction, and chaos. it is constantly going through its phases and cycles from new moon to full moon. associated with the mother and nurturing principle. body.

mercury ☿ diety: mercurius [roman] hermēs [greek] nebu [babylonian] budha [indian] is the writer of destinies, the scribe god, bestower of intellectual and practical wisdom. interpreter of dreams. mercury rules the mind and as the fastest moving planet, it symbolizes the speed of thought. messenger and trickster.

venus ♀ diety: venus [roman] aphroditē [greek] ishtar [babylonian] shukra [indian] is the goddess of love, femininity, beauty, music, art, and sexual pleasures. venus is the yin side of libido, passive and dark. venus is magnetic and seductive, she knows how to make things happen without actually doing anything tangible. brings harmony and softness. affinity with artistic endeavours, aesthetics and creativity.

mars ♂ diety: martus [roman] arēs [greek] nergal [babylonian] kuja [indian] is the god of war, the warrior, the rage, anger, passion, vitality, will to fight; the will to live. it is violent aggressive. the yang side of libido, active and light. mars brings destruction and chaos when not disciplined. mars is sharp either physically or mentally.

jupiter ♃ diety: jove [roman] zues [greek] marduk [babylonian] brihaspati [indian] is the sage of wisdom, abundance, optimism, faith, luck, philosophy, and higher knowledge. jupiter is the biggest planet in the entire solar system, symbolizing expansion and growth. jovial and hopeful.

saturn ♄ diety: saturnus [roman] kronos [greek] ninurta [babylonian] shani [indian] is elder, the authoritative figure who puts you in solitary and through long-lasting punishments. saturn makes you or breaks you, for the greater good in the long-term. the visible rings around saturn symbolize constraints and restrictions. what bounds you can also be your key to freedom.

classification of the planets:

hot - sun ☉ mars ♂ jupiter ♃ venus ♀ changeable - mercury ☿

cold - moon ☽ saturn ♄

dry - mars ♂ sun ☉ saturn ♄ changeable - mercury ☿

moist - moon ☽ venus ♀ jupiter ♃

planets can be classified as hot, cold, moist, and dry

benefic - jupiter ♃ venus ♀ changeable - mercury ☿

malefic - saturn ♄ mars ♂

planets can be classified as benefic, "doers of good", or malefic, "doers of bad".

masculine - sun ☉ jupiter ♃ saturn ♄ mars ♂ androgynous - ☿

feminine - moon ☽ venus ♀

diurnal - sun ☉ jupiter ♃ saturn ♄ common - mercury ☿

nocturnal - moon ☽ venus ♀ mars ♂

planets can belong to either the diurnal (day) sect or to the nocturnal (night) sect.

what planet is your chart ruler? what condition is it in? let me know in the comments!

made by yours truly <3

- @celestialsibyl

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piizunn · 1 year

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september 30th, 2023

People who are not First Nations, Métis, or Inuit will never know the sickening feeling of finding out the playground you used to go to is the site of a former residential school, a school still in use by the town of Fort Smith, NWT.

fig. 1. Joseph Burr Tyrrell Elementary School in Fort Smith. Sarah Pruys/Cabin Radio.

First, I’d like to make clear that to my knowledge none of my my immediate family members are residential school survivors, I share community and space with many people who are and I personally attended the Truth and Reconciliation Commission and I will only be speaking on my own experiences. I descend from 7 historic Métis Otipemisiwak families by the names of Berthelet, Caron, St. Germain, Larivière, Dazé, Dubois, and Boudreau, who come from the historic Red River Settlement and Batoche. I come from Amiskwaciywâskahikan, Treaty 6 and I now make my home in Mohkinstsis on Treaty 7 land. I introduce myself in this traditional way of the Métis Otipemisiwak to contextualize my knowledge and experiences, honour my family, and situate myself on this land and in this conversation.

Today is Orange Shirt Day, a day that honours Phyllis Webstad, member of Stswecem’c Xgat’tem First Nation (Canoe Creek Indian Band), and survivor of the Residential School system. Her story is what has inspired this national day of honour and action. Beyond wearing orange I would like non-Indigenous settlers to really consider the history around them and the experiences of survivors and those who lost their lives. I would like you to physically step up for us, be there for us when we are being beaten down, sit with Elders and listen to their stories, learn about their joy as well their pain.

I attended Grandin School, an elementary school in Amiskwaciywâskahikan (Edmonton, Alberta) before it was renamed to Holy Child. For anyone outside of the area I will describe it; the school is over one hundred years old in a historic neighbourhood. Near the school is an LRT station underground and on one side of the platform was a large mural depicting Bishop Grandin, a nun holding a native child, an Indigenous family at camp, and a residential school. Based on the fact that Bishop Grandin spent time working in Saint-Boniface of the Red River Settlement, Fort Chipewyan in what is now Alberta, and Île-à-la-Crosse in what is now Saskatchewan, it can be assumed that the family is either First Nations or Métis, however it must not be forgotten that the Inuit of the north also suffered these institutions.

A quote from Bishop Vital Grandin haunts me to this day, more now than ever.

“We instil in them a pronounced distaste for the native life so that they will be humiliated when reminded of their origin. When they graduate from our institutions, the children have lost everything Native except their blood.”

- Bishop Vital Grandin, 1875

Fig. 2. “A mural depicting Bishop Grandin at an Indian Residential School is located at the Grandin LRT Station in Edmonton.” Image courtesy of Jake Cardinal and Alberta Native News.

I remember teachers taking us to the Is platform to sse the murals but it was not a critical conversation they were very much pro church and viewed residential schools from a sinister paternalistic perspective.

The mural was eventually covered up but the narrative in grandin elementary was that they were "helping native families. I remember inside the school by the main stairwell there was a portrait of Old Grandin and it was literally so scary to me hated walking past it so much I would sprint up the stairs whenever I walked past him alone.

I attended the seventh and final Truth and Reconciliation Commission’s national event in March of 2014, at the end of one of the days I was there I took the train to see my old elementary school, to see the mural and to really consider what I had been taught in school versus what my community and family has taught me. Again, none of my direct family are residential school survivors but many Métis are and this history is often hidden. Prayers up and tobacco down for every single survivors, living and in spirit form.

Fig. 3. The mural depicting Bishop Vital-Justin Grandin at an Edmonton LRT Station was covered in orange Tuesday, June 8, 2021. Kirby Bourne, Global News

First Nations, Métis, and Inuit have been talking about their family members who did not come home and the abuse they experienced. This is not new information, and you have to sit and listen no matter how uncomfortable you are because nothing is more uncomfortable than colonial violence. When news came out about the children of Kamloops in 2021 it was devastating how many people I knew personally that were completely ignorant of the Truth and Reconciliation Commission and the history of residential schools. What happened in these institutions are absolute atrocities many people would rather not face even the knowledge of what happened to these children, both alive and passed on. Like the survivors, the perpetrators of these horrors live on and have never been held accountable.

Continue to honour your community, stand up and show up for First Nations, Métis, and Inuit. Learn about the history of settler-colonial occupation of this land and how you yourself are directly benefitting from this ongoing genocide. Residential school survivors and the children who never came home are in your community; they are the kind kokum down the hall as well as the middle aged man living on the street, their children young adults, teenagers, kids, babies, they still carry these experiences and memory down to the atoms that make up each of their cells.

works cited

Bourne, Kirby. ‘Mural at old Grandin LRT Station to be removed this fall,’ September 23rd, 2021, Global News.

Cardinal, Jake. ‘Edmonton Paints Over The Grandin Mural’, Alberta Native News, June 10th, 2021.

Grandin, Vital-Justin. On the goal of residential schools, 1875.

Pruys, Sarah. ‘MLA calls for new Fort Smith schools, citing residential school legacy’. Cabin Radio, March 5th, 2023.

Webstad, Phyllis Jack. Phyllis’ Story In Her Own Words, OrangeShirtDay.Org

#my heart is there for all survivors and families that lost their babies #truly heartbreaking stuff #truth and reconciliation #orange shirt day #riel text #Indigenous #heavy day

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anonymouswarriorhumanist · 3 months

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We Need to Talk About RC and South Asian Representation in its Stories

Hey beautiful people, this is going to be a long post yet a very important one. From a Desi (A South Asian) to my fellow Desis and non-Desis (who especially need to hear me out).

I know the popularity of Romance Club as an interactive game. And being a South Asian makes me wanna pick literally any story that represents us. So, I went into RC's stories promising South Asian representation: Kali: Call of Darkness and Kali: Flames of Samsara. Apart from the poor research done on Indian culture which is too niche and trivial to be understood by everyone (relating to Indian languages and North-South differences), there is yet another aspect of Indian society that the game not only completely misrepresents but even whitewashes and this is very harmful to people, especially those with no knowledge of Indian culture, picking up the game to learn smth and that is: CASTE.

While playing the game, I am sure many of u may have come across such terms as 'Brahmin' or 'Kshatriya', 'Vaishya', or even 'Shudra'. And I am sure many of u may even have a rudimentary understanding of the same. This is the caste/ varna (Sanskrit term) that has plagued Indian society for thousands of years. And these terms basically divide desis even today. I especially want non-South Asians to understand that these terms carry a history of violence and discrimation. This was the chaturvarna or the 4 varna/caste sys wherein groups were ranked on their superiority to each other.

1.Brahmin-Priestly class

2.Kshatriya-Soldiers/ warriors/kings

3.Vaishya-merchants and traders

4.Shudras-Servants/slaves, (the lowest rung on the caste ladder and the most miserable)

Do keep in mind that this is not some class sys similar to feudal Europe or France, but this is CASTE which is very diff from what a non-South Asian may imagine. Notions of purity and pollution guide the caste sys (which may not influence class). A Shudra person was considered impure and hence an 'untouchable' and their mere shadows were considered polluting on the other 3 castes, so much so that they were ghettoized. In South Asia, servile work is generally considered 'polluting' and a complex history of multiple factors relegated this strict division of labourers, In simple lang, a Brahmin priest's son could only be a priest (which was a divine occupation and revered) and a Shudra's son could only do work considered appropriate of his caste which usually translated to things such as manual scavenging (still in India) and servile work considered 'polluting' from which they had no respite. This system was horrible towards Shudras in general as their labour was appropriated by the upper castes for their own gain very similar to how African slave labourers worked at white plantations if I hv to draw a rough comparison. Shudras/Dalits (the term 'Dalit' means broken/oppressed and was given by a Dalit leader and Indian legend Dr. Ambedkar to help uplift this community in Indian society) are subject to not only physical but structural violence. They were barred entry in schools, wells, tanks, roads and literally everywhere since their presence of 'polluting'. Now I have 2 more points:

In RC, I know everyone loves the male leads, and rightly so. But u need to understand that Ratan Vaish and Amrit Doobay won't give a fuck if a Dalit person died in front of them no matter how caring they might be. Since Brahmins were the priestly class, they hegemonized control over Hindu deities and mythology and only they could 'talk' to Gods (according to them ofc and their superiority complex). Amala is a Basu (a Bengali Brahmin surname) and hence both Doobay (again Brahmin) and Vaish (def upper-caste surname) r after her. If Amala was a Dalit, Amrit would hv raped and even killed her (Dalit women and the sexual violence enacted upon them by upper-caste men....again to draw a comparison similar to black women being raped by white men during slavery and jim crow eras: Google Hathras Rape case) and Ratan would have ignored her. ( Notice how Amrit was having an affair with that temple lady. She is most likely a Shudra as most Shudra women were forced into sexual slavery in temples by Brahmins like Amrit. Therefore, he treats her like an object and throws her away once Amala i.e. a woman of his caste falls in love with him. A Dalit woman's body is disposable and objectified here. Look at the complete whitewahing of power dynamics in that sexual encounter with Amrit and the temple dancer).We all need to understand that a similar fate would hv befallen Deviya Sharma (again a Brahmin woman) as even she would have been raped and ignored by other Brahmins and upper caste men in the story such as Ram/or Kamal etc. Arhat is likely a Shudra and Deviya will never bat an eyelash at him since his only job is to be in service to her tiger which Deviya probably treats with more respect than she does Arhat. My point is RC is mass producing these stories for the hyper-privileged White people of India i.e. the upper castes and that is Brahmins and Kshatriyas and Vaishyas. Dalits have rarely been entertained in representation much less in India than in abroad. But that is not what I am pissed abt. What I am pissed abt is that an American sitting in their home will check this story and see terms such as Brahmin or Kshatriya thrown abt without understanding them and then even internalize the harmful notions about these terms and caste in general in both stories abt a bunch of upper-castes freaking out over some goddess ritual.

Be very careful people in what u accept and what u don't bcoz even if it is a game, many non-Desi people may not have the relevant positionality (and that is completely fine!) to understand how the insidious caste sys is being shown and represented by RC. It is being glorified even (ik in the earlier chapters of KCD where Brahmins r shown as saviors of society and keeping Indian society stable when in reality they have done nothing but dehumanize and alienate Dalits for generations) and downplayed and even whitewashed as some trivial division. If RC wanted to publish a story about upper-caste people then pls go ahead but don't you dare whitewash it and glorify the caste sys. When impressionable audiences see all this, it is in their best interest to know the ugly truth about Indian society and not some cheap exotisation of the same. BE BETTER, especially for the Dalits who have suffered so much in South Asia. I am also attaching some material as I would greatly appreciate it if more people knew about the horrors of the caste system and how it plagues Desi society even today.

Discrimination (all types) r shitty and needs to kicked in the balls. Many times, it is subtle and while we may not know much, it is our responsibility to know more and try our best to stop it in whatever way we can.

Thank you for staying and take care y'all.

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