Source: NCERT Official Textbook
The chapter then tackles the fundamental question: what does equality mean in a world where people are obviously different in many ways? The analysis distinguishes between natural inequalities (emerging from different capabilities) and socially-produced inequalities (created by society through discrimination based on caste, race, gender, etc.). It argues that it is the latter—inequalities operating on account of family or circumstance of birth—that are the source of concern.
The chapter then examines the three dimensions of equality: Political Equality (equal citizenship and rights), Social Equality (equal opportunities and minimizing effects of social discrimination), and Economic Equality (addressing differences in wealth, property, and income).
Different ideological perspectives on equality are presented: Feminism (challenging patriarchy and the public/private divide), Marxism/Socialism (linking economic inequality to private property and class power, with Rammanohar Lohia’s Sapta Kranti expanding the struggle), and Liberalism (emphasizing fair competition and equal opportunities).
The chapter then addresses practical strategies for promoting equality, from establishing formal equality through constitutional provisions to the controversial policy of affirmative action/reservations. It presents both sides of the debate: defenders argue such policies correct cumulative past inequalities, while critics contend they violate equal treatment and constitute reverse discrimination.
The chapter concludes with a crucial distinction between treating everyone identically and treating everyone as equal, arguing that differential treatment may sometimes be necessary to achieve genuine equality, provided it does not create new structures of dominance.
In the eighteenth century, which revolution used the slogan ‘Liberty, Equality and Fraternity’? (Pg. 2)
What do the images on page 5 showing distinctions based on race and colour violate? (Pg. 5)
Which distinction in political theory helps distinguish between acceptable and unfair inequalities? (Pg. 6-7)
What are the three main dimensions of equality highlighted by various thinkers? (Pg. 8)
What does the data on caste-community inequalities in higher education in urban India show? (Pg. 10)
Feminists make a distinction between ‘sex’ and ‘gender’ to show that: (Pg. 12)
According to liberals, what is the most just and efficient way of distributing resources and rewards? (Pg. 13)
What is the first step towards bringing about equality? (Pg. 15)
Affirmative action policies are designed to: (Pg. 17)
According to the chapter, what is the key distinction to make regarding differential treatment? (Pg. 19)
(Exercise) Which of these is an instance of Affirmative Action? (Pg. 21)
The richest 50 individuals in the world have a combined income greater than that of the poorest ______ crore people. (Pg. 3) Page 33
Treating people with equal respect need not mean always treating them in an ______ way. (Pg. 5) Page 35
Inequalities that emerge from different capabilities and talents are called ______ inequalities. (Pg. 6) Page 36
In democratic societies, political equality includes granting equal ______ to all members of the state. (Pg. 8) Page 38
Absolute equality of wealth or income has probably never existed in a ______. (Pg. 10) Page 40
The term for a social system that values men more than women and gives men power over women is ______. (Pg. 12) Page 42
The eminent Indian socialist thinker who identified five kinds of inequalities to fight was ______. (Pg. 14) Page 44
The Constitution prohibits discrimination on grounds of religion, race, caste, sex or place of ______. (Pg. 15) Page 45
In India, the policy of quotas or reserved seats in education and jobs is a form of ______ action. (Pg. 17) Page 47
Differential treatment is intended only as a means to promoting a just and ______ society. (Pg. 20) Page 50
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