Vol 5, Issue 60, April 2020

Jankriti tu—fr Multidisciplinary International Magazine बह-ू ववर्यी अतं राराष्ट्रीय पविका ISSN: 2454-2725, Impact Factor: GIF 1.888 www.jankritipatrika.com ISSN: 2454-2725, Impact Factor: GIF 1.888 Volume 5, Issue 60, April 2020 www.jankritipatrika.com वर्ष 5, अकं 60, अप्रलै 2020 ज़ावहर है वक यहाँ िरकार बवु द्धजीववयों को अपनी हाँ मंे हाँ वमलाने वाला एक चमचा बनने की निीहत दे रही है | िरकार को अपने द्वारा वकये गए या वकये जा रहे कायों पर वकिी का ज्ञान नहीं चावहए बवल्क प्रशंिा चावहए | जो उनकी प्रशंिा करेगा वही इि भविागर में पार लगेगा जो नहीं करेगा वह मीिा काननू के तहत जले में जाएगा | यहाँ पर दरअिल दोर् िरकार का नहीं बवल्क उन लोगों का है जो बार-बार िरकारी नते ाओं को भ्रष्टाचारी बोलते हैं | अगर भ्रष्टाचार है तो ह,ै हर दशे मंे होता है उि पर इतनी बलु दं आवाज़ मंे चीखना िरकार को िहु ाता नहीं – “भ्रष्टाचार है तो रह/े मगर जब तक हम न कह/ें कोई दिू रा क्यों कहे और यह क्या तमाशा है / वक आपके होठों पर दलववहीन जनतंि की भार्ा है िबको खलु कर बोलने की /आज़ादी चावहए /अजीब वज़द है यह वक जब हमारा रेवडयो खलु कर बोल रहा है / तो हर महंु को बोलने की ज़रूरत बवल्क रेवडयो की ही आवाज़ कान िनु े /उिी पर पाँव नचे तो /दशे बचेगा”18. प्रस्ततु पवं क्तयों द्वारा स्पष्ट है वक कै िे िरकार अपने वहतों की रक्षा के वलए जनता के अवधकारों को छीन रही थी | िंचार के माध्यम कै िे िरकार की तानाशाही के आगे बबे ि थे | मीिा काननू वजिे दशे की आतं ररक िरु क्षा के वलए बनाया गया था िरकार उिका उपयोग आम-जनता को डराने, उनिे उनकी अवभव्यवक्त की आज़ादी वछनने तथा परू े दशे को अपने इशारों पर नचाने के वलए कर रही थी | मीिा काननू वास्तव में आतं ररक िरु क्षा अवधवनयम न होकर अन्याय िरु क्षा अवधवनयम बन गया था वजिमें िरकार अपने द्वारा वकये गए अन्यायों की िरु क्षा के वलए न्याय को जले ों में डाल रही थी – “आप शोर मचाते हैं / तो क्या करें हम विवा इिके वक आपको बाहर उठवा कर वफकवा दें और बाहर वनकलकर भी आप वखलाफ बोलें तो पकड़कर ‘वमिा’ की लपर्ों पर /आपका वजस्म विकवा दंे |”19. वर्ष 5, अकं 60, अप्रलै 2020 ISSN: 2454-2725 Vol. 5, Issue 60, April 2020 51

Jankriti tu—fr Multidisciplinary International Magazine बह-ू ववर्यी अंतराराष्ट्रीय पविका ISSN: 2454-2725, Impact Factor: GIF 1.888 www.jankritipatrika.com ISSN: 2454-2725, Impact Factor: GIF 1.888 Volume 5, Issue 60, April 2020 www.jankritipatrika.com वर्ष 5, अकं 60, अप्रैल 2020 आम चनु ाव – आम-चनु ाव वकिी भी लोकतावन्िक दशे की एक ऐिी महत्वपणू ष प्रवक्रया है वजिमंे जनता स्वयं जनप्रवतवनवध का चयन करके अपने भववष्ट्य का वनधाषरण करती है | लेवकन भारत तत्कालीन िमय मंे वजि दौर िे गज़ु र रहा था उिमंे जनता का ववश्वाि अपने द्वारा चनु े हएु जनप्रवतवनवधयों िे धीरे-धीरे उठने लगा था | दशे कभी अकाल की मार झेल रहा था तो कभी उि पर यदु ्ध के बादल मंडरा रहे थे | कहीं गरीब भखू िे तड़प-तड़प के मर रहे थे तो कहीं वकिान अपने अवधकारों के वलए ववद्रोह कर रह थे | लेवकन जनता द्वारा चनु े गए जनप्रवतवनवधयों पर इिका प्रभाव वबलकु ल भी वदखाई नहीं पड़ रहा था वह अपने भ्रष्टाचार मंे उिी तरह वलप्त थे जिै े कोई िंन्यािी अपनी िाधना में | यही कारण था वक आम-जनता का ववश्वाि दशे मंे होने वाले चनु ावों िे उठ चकु ा था | वैिे भी आम-चनु ावों मंे होने वाली धाधं वलयों िे भी जनता अनजान नहीं थी उिका ववश्वाि परू ी तरह िे र्ूर् चकु ा था | ‘लहर’ मंे प्रकावशत रमशे गौड़ की कववता आम जनता के इि र्ूर्ते हुए ववश्वाि की पीड़ा को वचवित करती है – “वे मरे े और मरे ी पत्नी के और मेरी पत्नी की कोख में पल रहे आग के गोले के ववरुद्ध दरु वभिवं धयों पर हस्ताक्षर कर रहे हंै | वजन्हें उनिे.... अब भी कोई उम्मीद हो वे जाएँ वोर् दने े या ववरोध मंे अपना वाक-आउर् दजष कराने | मैं नहीं जाऊँ गा |”20. दरअिल यह आक्रोश एक आम-आदमी का तत्कालीन िरकार की नीवतयों के वखलाफ जो उििे उिके अवधकारों को छीन रही थी | प्रस्ततु कववता न के वल एक आम-आदमी की चनु ावों िे उठते हएु ववश्वाि को वचवित कर रही है बवल्क जनता के उि मोह-भंग को भी प्रदवशतष कर रही है वजिके कारण आगे चलकर दशे को न जाने क्या-क्या दखे ना पड़ा | वर्ष 5, अकं 60, अप्रैल 2020 ISSN: 2454-2725 Vol. 5, Issue 60, April 2020 52

Jankriti tu—fr Multidisciplinary International Magazine बह-ू ववर्यी अंतराराष्ट्रीय पविका ISSN: 2454-2725, Impact Factor: GIF 1.888 www.jankritipatrika.com ISSN: 2454-2725, Impact Factor: GIF 1.888 Volume 5, Issue 60, April 2020 www.jankritipatrika.com वर्ष 5, अंक 60, अप्रलै 2020 एक तरफ चनु ावों पर िे जनता के उठते हएु ववश्वाि को उल्लेवखत वकया जा रहा था तो दिू री तरफ कल्पना’ में प्रकावशत दषु्ट्यतं कु मार की कववता ‘िवाल यह ह’ै आम-जनता को इि बात के वलए तैयार रहने के वलए कहती है वक चनु ाव आने वाले ह,ैं तैयार हो जाओ उि िवाल का जवाब दने े के वलए वजििे शीघ्र ही तमु ्हारा िामने होने वाला है – “िवाल यह नहीं है वक आप कु छ बोलें आप चाहे अपना मंहु भी न खोलें िवाल यह है वक आप खदु को र्र्ोलंे और तयै ार रहें | अक्िर ऐिा हआु है की जब कोई िवाल आया है आदमी-जो तयै ार नहीं था, यकबयक कु छ कह नहीं पाया है और जब वह चारों तरफ िे वघर गया ; तो बहुधा इन िवालों िे र्कराकर वगर गया |”21. यहाँ ‘िवाल’ का अथष चनु ाव के िंदभष में वलया गया है | दरअिल दषु्ट्यतं कु मार अपनी के माध्यम िे आम-जनता को आने वाले चनु ावों के वलए पहले ही तयै ार रहने को कह रहे हैं | आपातकाल लगने िे पवू ष ही दशे में वजि तरह िम्पणू ष क्रावं त अपनी जड़ंे जमा रही थी तथा तत्कालीन िरकार के शािन को वहला रही थी उििे िाफ़ था वक दशे मंे जल्दी ही चनु ाव होंगे | यहाँ कवव आम-जनता को चनु ाव िे पहले ही िचेत रहने को इिवलए कह रहा है तावक वफर िे वबना वकिी तैयारी के दशे की जनता हड़बड़ी मंे कोई ऐिा फै िला न ले वजििे परू े दशे का भववष्ट्य िदा के वलए अन्धकार मंे चला जाए | चनु ावों के िमय ऐिा ही होता है हर पार्ी अपने दल का प्रचार करते हएु , तरह-तरह के वादे और प्रलोभन दते े हुए आम-जनता को चारों ओर िे घरे लते ी है और आम-जनता यह िवाल अपने आप िे ही पछू ना भलू जाता है वक आवखर उिका वोर् इि चनु ाव मंे वकिे जाना चावहए | आम-जनता की यही हड़बड़ी दशे के भववष्ट्य को खतरे मंे डाल दते ी है इिवलए दषु्ट्यंत कु मार भारत की जनता िे गहु ार लागा रहे हैं वक आत्म वविेर्ण के वलए तैयार हो जाओ तावक इि बार चनु ावों के िवालों िे र्कराकर वगरो नहीं बवल्क उनका िामना करो , चनु ाव का प्रचार करने वाली पावर्षयों िे िवाल करो, िवाल नहीं कर िकते तो उि बढू ़े व्यवक्त के िाथ चलना िीख लो जो इि उम्र मंे भी एक नयी वज़न्दगी के िपने वर्ष 5, अकं 60, अप्रलै 2020 ISSN: 2454-2725 Vol. 5, Issue 60, April 2020 53

Jankriti tu—fr Multidisciplinary International Magazine बह-ू ववर्यी अंतराराष्ट्रीय पविका ISSN: 2454-2725, Impact Factor: GIF 1.888 www.jankritipatrika.com ISSN: 2454-2725, Impact Factor: GIF 1.888 Volume 5, Issue 60, April 2020 www.jankritipatrika.com वर्ष 5, अकं 60, अप्रैल 2020 दखे रहा है | कु छ भी करो लवे कन करो क्यंवू क चनु ाव आने वाला है और इि चनु ाव मंे अगर अपने-आप िे िवाल नहीं कर पाए तो वफर वगरोगे और शायद इि बार उठाने के वलए कोई िम्पणू ष क्रांवत नहीं आएगी – “वजन लोगों के मंहु पर ताला लगा है वे अपने पावं ों को काम मंे लायंे | जो बोल नहीं िकते हों, चपु चाप बढ़ के िाथ-िाथ हो लंे | वह बढू ़ा आदमी जो कि मंे पाँव लर्काए हमारे वलए वज़न्दगी खोज रहा है x-x-x-x कै िा हबै तनाक दृश्य है वक कि में पावँ लर्काए हुए एक बढू ़ा, नयी वज़न्दगी का ख्वाब दखे रहा है | िवाल ये नहीं है वक आप उिकी जय बोलें | िवाल ये है वक आप खदु को र्र्ोलंे और तयै ार रहें अगले वर्ष तक िवाल आने वाला है |”22. दषु्ट्यंत कु मार की प्रस्ततु कववता न के वल जनता को आम-चनु ाव का महत्त्व िमझा रही है बवल्क यह भी बताने का प्रयाि कर रही है वक जनता की जागरूकता इि दशे और िमाज के वलए वकतनी आवश्यक है | जब एक 75 िाल का बढू ़ा आदमी िड़कों पर वनकलकर शािन व्यवस्था का ववरोध कर िकता है तो हम क्यों नहीं ? हम क्यों वहचकते हंै अपने- आप को र्र्ोलने िे ? कि मंे पाँव में लर्काए हआु एक बढू ़ा जब वज़न्दगी खोजने िड़कों पर वनकल िकता है तो हमें भी उिका िाथ दने ा होगा अपने वलए, अपने बहे तर कल के वलए हमें भी आने वाले िवाल की तयै ारी करनी होगी | वर्ष 5, अकं 60, अप्रैल 2020 ISSN: 2454-2725 Vol. 5, Issue 60, April 2020 54

Jankriti tu—fr Multidisciplinary International Magazine बह-ू ववर्यी अंतराराष्ट्रीय पविका ISSN: 2454-2725, Impact Factor: GIF 1.888 www.jankritipatrika.com ISSN: 2454-2725, Impact Factor: GIF 1.888 Volume 5, Issue 60, April 2020 www.jankritipatrika.com वर्ष 5, अकं 60, अप्रलै 2020 वनष्ट्कर्ष - उपयषकु ्त वववचे न के आधार पर कहा जा िकता है वक तत्कालीन िमाज वजन राजनीवतक पररवस्थवतयों िे उि िमय गज़ु र रहा था उिकी अवभव्यजं ना इन लघु पविकाओं में भली-भांवत हईु है | पविकाओं ने िमकालीन िमाज एवं राजनीवत िे जड़ु े िवालों के जवाब खोजने का भरपरू प्रयाि वकया है | हाँ ! यह ज़रुर है वक कु छेक मदु ्दों पर कई लघु पविकाओं ने अपना कोई स्पष्ट मत प्रस्ततु नहीं वकया है जैिे – नक्िलवाद, आपातकाल जिै े िवालों पर अवधकतर पविकाओं ने अपनी चपु ्पी को बनाये रखा | हालावँ क यह पविका के िंपादक पर वनभषर करता है वक उिे अपनी पविका में वकन मदु ्दों पर वविेर्ण प्रस्तुत करना है और वकन पर नहीं लवे कन जब बात लघु पविकाओं की आती है तो उिकी भवू मका अन्य पविकाओं िे अलग हो जाती है | यहाँ यह नहीं कहा जा रहा है वक नक्िलवादी आन्दोलन का िमथनष तथा आपातकाल का ववरोध ही लघु पविकाओंमें प्रदवशषत होना चावहए था बवल्क यहाँ इि बात की ओर ध्यान आकवर्षत वकया जा रहा है वक लघु पविकाओं की िमाज और िावहत्य के प्रवत एक वज़म्मदे ारी है वजिके वलए ये आवश्यक है वक इन पविकाओं को कम िे कम िमाज मंे घर्ने वाली महत्वपणू ष घर्नाओं के िंदभष में अपने स्पष्ट ववचार प्रस्ततु करने चावहए वफर भले ही यह वकिी आन्दोलन के िमथषन में हों या ववरोध मंे ये मायने नहीं रखता | भले ही कु छ मदु ्दों पर लघु पविकाओं मंे कोई चचाष न की गयी हो लेवकन अगर एक िम्पणू ष रूप मंे इन पविकाओं का वविेर्ण वकया जाए तो इि बात िे इनकार नहीं वकया जा िकता वक वकिी न वकिी रूप में प्रत्येक लघु पविका ने िमाज,िावहत्य या राजनीवत िे िम्बवं धत न के वल गंभीर प्रश्न प्रस्ततु वकये बवल्क उनके जवाबों को खोजने मंे भी वहदं ी पाठकों को एक नयी राह की ओर अग्रिर वकया | िामावजक एवं राजनीवतक मदु ्दों के वविेर्ण के दौरान यह बात मुख्य रूप िे िामने आई वक अवधकतर लघु पविकाओं में के वल देश के राजनीवतक मदु ्दों पर ही जनता का ध्यान आकृ ष्ट नहीं वकया गया बवल्क उन्हंे ववदेशों की राजनीवतक पररवस्थवतयों िे भी िमय-िमय पर कभी कववता के माध्यम िे तो कभी कहानी के माध्यम िे रूबरू कराया गया तावक वहदं ी पाठक िम्पणू ष ववश्व में होने वाली उथल-पथु ल िे पररवचत हो िके | उदाहरण के वलए ववयतनाम की स्वंिता के बाद कई लघु पविकाओं ने अपने अंकों मंे ववयतनामी िंघर्ष को वहां की कववताओं द्वारा बयाँ वकया | इन पविकाओं मंे प्रमखु हंै – पहल, लहर, नई धारा, यवु ा आवद | इिके अलावा 1965-66 मंे इडं ोनेवशया में हुई माि वकवलगं िे िम्बवं धत कु छ कववतायंे ‘वफलहाल’ मंे प्रकावशत हईु ंथीं | कववताओं के अवतररक्त कहानी और नार्कों के ज़ररये भी कु छ लघु पविकाओं में तत्कालीन िामावजक-राजनीवतक पररवस्थवत को वचवित करने वर्ष 5, अकं 60, अप्रलै 2020 ISSN: 2454-2725 Vol. 5, Issue 60, April 2020 55

Jankriti tu—fr Multidisciplinary International Magazine बह-ू ववर्यी अतं राराष्ट्रीय पविका ISSN: 2454-2725, Impact Factor: GIF 1.888 www.jankritipatrika.com ISSN: 2454-2725, Impact Factor: GIF 1.888 Volume 5, Issue 60, April 2020 www.jankritipatrika.com वर्ष 5, अकं 60, अप्रलै 2020 का प्रयाि वकया है | इिमें प्रमखु रूप िे ‘कल्पना’, ‘नई धारा’ एवं ‘लहर’ का नाम उल्लेखनीय हंै | कु ल वमलाकार कहा जा िकता है वक वहदं ी की लघु पविकाओं ने वजि प्रकार िमकालीन िामावजक-राजनीवतक पहलओु ं का वविेर्ण प्रस्ततु वकया है उििे पाठकों मंे वहदं ी िावहत्य को िमझने के वलए ही एक नयी दृवष्ट का ववकाि होता है | िन्दभष – 1. िपं ा. जैन, प्रकाश एवं मनमोवहनी. (जनू 1978). ‘लहर’, अजमरे , वर्ष-19, अंक-8, पषृ ्ठ िंख्या – 57. 2. वही, पषृ ्ठ िंख्या – 10. 3. वही, अकं -4,अप्रलै 1978, पषृ ्ठ िखं ्या – 43-44. 4. वही, पषृ ्ठ िखं ्या – 44. 5. िपं ा. विहं , उदयराज. (जनू -1967). ‘नई धारा’, पर्ना, अंक- 18, अंक-3, पषृ ्ठ िखं ्या – 28-29. 6. िंपा. जैन, प्रकाश एवं मनमोवहनी, ‘लहर’, अजमरे , राजस्थान, वर्ष-16, अकं : 5-6, पषृ ्ठ िंख्या – 42. 7. वही. 8. िपं ा. उपाध्याय,गोपाल (जनवरी-1966). ‘उत्कर्’ष , लखनऊ, वर्ष-7, अकं -1 , पषृ ्ठ िंख्या – 62-63. 9. वही, पषृ ्ठ िखं ्या – 61. 10. वही, वर्ष-12, अंक: 3-4, माचष-अप्रलै -1971, पषृ ्ठ िंख्या – 30. 11. वही, पषृ ्ठ िखं ्या – 32. 12. वही, पषृ ्ठ िंख्या – 37. 13. वही, अकं -8, अगस्त-1971, पषृ ्ठ िंख्या -35. 14. https://hi.wikipedia.org/wiki/आतं ररक_िरु क्षा_व्यवस्था_अवधवनयम 15. उदभ् ्रातं . (प्रथम िसं ्करण -2009) ‘लघु पविका आन्दोलन और यवु ा की भवू मका’, जवाहर पवब्लशिष एंड वडस्रीब्यरू ्ि,ष नई वदल्ली, पषृ ्ठ िंख्या- 46. 16. वही, पषृ ्ठ िंख्या – 56. 17. िंपा. वपत्ती, बदरी ववशाल, (माचष-1975), ‘कल्पना’, हदै राबाद, वर्-ष 26, अकं -3, माचष-1975, पषृ ्ठ िखं ्या – 3. 18. वही. 19. वही, पषृ ्ठ िखं ्या -4. 20. िंपा. जैन, प्रकाश एवं मनमोवहनी,( मई-1968) ‘लहर’, अजमेर, राजस्थान, वर्ष-11, अकं -11, पषृ ्ठ िंख्या – 8. 21. िंपा. वपत्ती, बदरी ववशाल, ‘कल्पना’, हदै राबाद, वर्ष-28, अंक : 11-12, पषृ ्ठ िखं ्या – 19. 22. वही, पषृ ्ठ िंख्या – 22. वर्ष 5, अकं 60, अप्रलै 2020 ISSN: 2454-2725 Vol. 5, Issue 60, April 2020 56

Jankriti tu—fr Multidisciplinary International Magazine बह-ू ववर्यी अंतराराष्ट्रीय पविका ISSN: 2454-2725, Impact Factor: GIF 1.888 www.jankritipatrika.com ISSN: 2454-2725, Impact Factor: GIF 1.888 Volume 5, Issue 60, April 2020 www.jankritipatrika.com वर्ष 5, अंक 60, अप्रैल 2020 Treatment of Indianness and Indian Lexical Items in the Poetry of Jayanta Mahapatra -Hemanta Rajbanshi Research scholar, Department of Language and Literature, Utkal University of Culture Bhubaneswar E-mail: [email protected] Contact no. 09678385871 -Dr. Bairagi Patra Research Supervisor, Department of Language and Literature, Utkal University of Culture Bhubaneswar E-mail: [email protected] Contact no.09438305561 Abstract: Treatment of Indianness is a common and much discussed topic in the field of Indian literary discussion and criticism. There are many Indian poets, who are well acclaimed for their treatment of Indianness in their poetry. Jayanta Mahapatra is also one among them who has occupied a special place for his depiction of Indian art, culture, history and social reality in his poetry. His treatment of Indian lexical items is extraordinary, in the sense that they are chosen from his experience, they are chosen from the real India, and they are chosen from the traditions and cultures where he was grown up. Mahapatra’s lexical items include both local and Indian vocabularies, his conscious translations which are unique with Indian flavour, shifts, borrowing lexical items, hybridized formations etc. Keywords: Indianness, lexical, shifts, hybridized, culture, reality 1. Introduction: In this study, we try to focus the issue of Indianness and the Indian lexical items used by Jayanta Mahapatra from a socio-cultural and linguistic point of view. The issue of Indianness reflected in the works of Indian English literature is a much discussed and debated topic among the high brow people. It is often seen that the Indian writers, whether poets or novelists or any prose writers, are conscious enough about their Indian identity. According to Meenakshi Mukharjee, this tendency is nothing but an ‘anxiety of Indianness’. For Gokak, “It is easy to slip into thinking that Indianness वर्ष 5, अकं 60, अप्रैल 2020 ISSN: 2454-2725 Vol. 5, Issue 60, April 2020 57

Jankriti tu—fr Multidisciplinary International Magazine बह-ू ववर्यी अतं राराष्ट्रीय पविका ISSN: 2454-2725, Impact Factor: GIF 1.888 www.jankritipatrika.com ISSN: 2454-2725, Impact Factor: GIF 1.888 Volume 5, Issue 60, April 2020 www.jankritipatrika.com वर्ष 5, अकं 60, अप्रलै 2020 consists in adopting an angle of vision which is recognizably vedantic”(Gokak in Mohan, 1978, p.23). Besides this vedantic view, however, as he argues, there are other world views too presented by Indian literature. These are- Marxist, socialist, existentialists etc. According to Gokak, mysticism is an important feature found in the Indian literature which is a very common theme found in other literatures too. He says, “An expression of occult experience is not the monopoly of Indo-Anglican or Indian writers. Blake and the romantics and the poets of the Irish revival like A.E. Houseman and W. B. Yeats are full of it..This too, is a feature which distinguishes the work of all great writers in world literature”(Gokak in Mohan, 1978,pp.23-24). 2. Definitions of Indianness: It is difficult to find out the definition of Indianness in an individual writer by considering the geography, race, religion, language etc. The main point to be considered is the awareness towards the Indian culture, the glorious history of India. To quote Gokak again, “Indianness of Indian writing consists in the writer’s intense awareness of his entire culture” (Gokak in Mohan, 1978, p. 24). The great Indian history, its five thousand years old glorious culture from Kashmir to Cape Camorin, the nature and the people, all these should have a place in the writings of the writers. All these should be a part of the consciousness of the writers. Regarding the definition of Indianness, Naik says that Indian poetry in English carries the identity as ‘Indian’ but they are sometimes ‘Indian’ and occasionally ‘poetry’. The genuineness of a good number of poetry is also not beyond doubt. In this regard, Gokak remarks, “Publication in the field of Indo-Anglican poetry has been ample and indiscriminate. For every recognisable book of Indo- Anglican poems I have read I have probably read ten that need not have been read at all” (Gokak in Mohan, 1978, p.xii) Archana Kumar, in his ‘The Poetry of Jayanta Mahapatra’ says about this issue, “If an Indian poet chooses an Indian theme or makes use of an Indian setting, it in itself will not result in good writing. If the poet uses a local colour purely as an external device, it is not enough. He is not influenced merely by one culture. Rather, he carries the burden of diversity of cultural strands; Indianness in his works may also take several forms” (Kumar, 2006, p.144). The words of Naik, in this regard is also worth mentioning, “Among the most prominent elements in this synthesis are a quest for the eternal verities, a passion for assimilation and acceptance and an agility and elasticity of mind which is capable of at once rigorous intellectual scrutiny and unquestioning faith as the mood dictates” (Naik, 1983, p. 33). It has already been stated that defining Indianness is not a simple task. Whether in terms of socio- cultural issue or in art and literature, we cannot define it easily. Because, for different people, these elements of history, art and culture bear different meanings. For example, an orientalist or a nationalist or a communalist views Indian history from different perspectives. Some of them may be attracted towards the non-modern or ancient Indian spirituality of Indian heritage, while some others may be attracted towards the Hindu tradition of India. वर्ष 5, अकं 60, अप्रलै 2020 ISSN: 2454-2725 Vol. 5, Issue 60, April 2020 58

Jankriti tu—fr Multidisciplinary International Magazine बह-ू ववर्यी अतं राराष्ट्रीय पविका ISSN: 2454-2725, Impact Factor: GIF 1.888 www.jankritipatrika.com ISSN: 2454-2725, Impact Factor: GIF 1.888 Volume 5, Issue 60, April 2020 www.jankritipatrika.com वर्ष 5, अकं 60, अप्रलै 2020 However, it should also be kept in mind that Indianness is not something which can be practiced by the Hindu poets or writers only. There are lots of prominent non-Hindu authors and poets who have equally demonstrated the glory of Indian history, culture and heritage through their writings. Regarding the problems of an Indian English writer, Raja Rao says, “The telling has not been easy. One has to convey various shades and omissions of a certain thought-movement that looks maltreated in an alien language. I use the word ‘alien’, yet English is not really an alien language to us. It is the language of our intellectual make up like Sanskrit or Persian was before-but not of our emotional make up. We are instinctively bilingual, many of us writing in our own language and in English. We should not. We can write only as Indians. We have grown to look at the large world as part of us. Our method of expression has to be a dialect which will someday prove to be as distinctive and colourful as the Irish or the American. Time alone will justify” (quoted in Kachru, 1983, p.44). To speak about language, Indianness of English may be unearthed at various levels of linguistic study-phonology, lexis, syntax and semantics. 3. Indianness and Jayanta Mahapatra: Jayanta Mahapatra, whether from socio-cultural perspective or from the use of Indian lexical items, is truly an ‘Indian’ poet. As Archana Kumar views, “Mahapatra writes in English because he knows little Oriya, but he prefers to call himself an ‘Oriya poet’ who incidentally writes in English and wishes that his poems may be read as ‘translation’. He accepts that it took him a long time to use English effectively in his writing. He makes no tall claims for writing in English or for Indian English poetry. He is rather hesitant about the achievement of Indian English poetry” (‘The Poetry of Jayanta Mahapatra’, pp.152-153). The poet Jayanta Mahapatra has great social responsibility on his shoulder and it is reflected in his views. He says, “ Most English poetry in this country fails because our poets are simply unaware of the society from which the poetry emerges, because being ‘city poets’, they deal with the basically uninspiring middle class and their poetry turns out to be equally uninspiring. They produce a kind of ‘willed’ poetry that is forced out of their ‘selves’ and which ignores the rural psyche, for only when this human condition is embodied in the right language, the poetry tends toward the epic or classic nature..the poetry remains fundamentally a thick undergrowth but unable to satisfy the demands of the earth which bears it” (Mahapatra, 1980, p. 34). If we see the socio-political condition in post-independence India, we find the treatment of essentially Indian topics in the poetry of Jayanta Mahapatra. These are- hunger, communalism, casteism, superstition and ignorance of the political leaders of the suffering of the people of the country. Regarding the depiction of social reality in the poetry of Jayanta Mahapatra, Paniker says, “A fact worth noting about the more recent poems of Jayanta Mahapatra is that they appear to reveal an increasing concern on the part of the poet with contemporary reality with all its political connotations, from preoccupation with timeless myth, he has extended his range of interest to वर्ष 5, अकं 60, अप्रैल 2020 ISSN: 2454-2725 Vol. 5, Issue 60, April 2020 59

Jankriti tu—fr Multidisciplinary International Magazine बह-ू ववर्यी अतं राराष्ट्रीय पविका ISSN: 2454-2725, Impact Factor: GIF 1.888 www.jankritipatrika.com ISSN: 2454-2725, Impact Factor: GIF 1.888 Volume 5, Issue 60, April 2020 www.jankritipatrika.com वर्ष 5, अंक 60, अप्रलै 2020 include reality, still glimmering in the light of reason not yet metamorphosed into myth” (Paniker, in Shahne and Shivramkrishna, 1980, p. 113). Social reality is one of the core themes of Mahapatra. In one of his poems, Mahapatra reminds us about the evil system of ‘sati’ through the modern instances of women burning for dowry- “...The house On the main street looks insignificant although Its mouth is slack with the piteous screams Of the girl burnt to death last August In the room on the landing. An old woman Can not fall asleep denying emotion about it, ..it does not bother The sun or the government.” (“In the Autumn Valley of the Mahanadi”) The extreme mental and physical pain experienced by a rape victim is very realistically presented in the poem, ‘Learning for Ourselves’ and ‘The Lost Children of America’. “Last year on the bend of the Debi River The rape of a young girl Shocked us like ripe mangoes Dropping from the bare trees in winter. Last year her murder and dismemberment Made us understand somewhat The trembling in the eyes of cows we see Being led meekly to the town’s slaughter-house.” (“Learning for Ourselves”) Again, “In the Hanuman Temple last Night The priest’s pomaded jean clad son Raped the squint eyed fourteen year old fisher girl On the naked stone platform behind the shrine वर्ष 5, अकं 60, अप्रैल 2020 ISSN: 2454-2725 Vol. 5, Issue 60, April 2020 60

Jankriti tu—fr Multidisciplinary International Magazine बह-ू ववर्यी अतं राराष्ट्रीय पविका ISSN: 2454-2725, Impact Factor: GIF 1.888 www.jankritipatrika.com ISSN: 2454-2725, Impact Factor: GIF 1.888 Volume 5, Issue 60, April 2020 www.jankritipatrika.com वर्ष 5, अकं 60, अप्रैल 2020 And this morning Her father found her at the police station Assaulted over and over again by four policeman Dripping of darkness and of scarlet death.” (The Lost Children of America”) Mahapatra along with others experienced the pre-Independence dreams and sufferings, sacrifices and agonies of the countrymen and left a disillusioned person with shattered hopes. He records his experiences in poems like, ‘Heroism’, ‘The Twenty-fifth Anniversary of Republic:1975’, ‘30th January 1982: A story’, ‘A Missing Person’, etc. a) “As in film, this talk of freedom Freedom from want, social justice Poised over the bleeding heartland.” b) “The Photograph of Gandhi in the new airport Lounge Is more than forty years old. Every time I look into the old man’s eyes He calmly hands back my promise back to me.” c) “A parliament groans under The weight of another debate.” Mahapatra presents the bitter reality of the society in such a way- “This is a barren land that has been Prowling round my room, Epidemics in the poisoned air Dusty streets stretching away like disgruntled socialists” (“A Fahter’s Hours”) Again he says- “And in the earth-sounds Of bare feet slapping the village road, The famine’s air and drought, A reality which would offend the gods; The aroma of ripe fruit squashed on rock” (“Dusk”) Regarding Mahapatra’s treatment of the reality of Indian life, Archana Kumar says, “To present the reality of Indian life, Mahapatra uses native words, ‘translates; number of Indian expressions, idioms etc., and imposes the syntax of Indian language although without much violence to English वर्ष 5, अकं 60, अप्रैल 2020 ISSN: 2454-2725 Vol. 5, Issue 60, April 2020 61

Jankriti tu—fr Multidisciplinary International Magazine बह-ू ववर्यी अंतराराष्ट्रीय पविका ISSN: 2454-2725, Impact Factor: GIF 1.888 www.jankritipatrika.com ISSN: 2454-2725, Impact Factor: GIF 1.888 Volume 5, Issue 60, April 2020 www.jankritipatrika.com वर्ष 5, अंक 60, अप्रलै 2020 grammar. In this process of imparting ‘Indian’ flavour to his verse, he also uses technique of literal translation; he usually uses conscious translations to ‘Indianise’ the situation.” (“The Poetry of Jayanta Mahapatra” p.168). He suggests the following examples- i. A six-month-old child Crawls across the dung-washed floor ii. ...death ashes Half-burnt logs and tombs Of urn make no sense iii. Town’s burning ground iv. The starlight at the window stares At the perfumed innocence of her painted hands v. Languor softly grips her belled feet vi. Cross legged sunk in his rope-cot through the day He pores devoutly over papers across wriggly letters That wear the fate of planets, stars. vii. A sacred thread the colour of his hidden bone The tangle of hard births in the unshaven lock Of holy hair behind the head. viii. Balls of cooked rice to appease the dead ix. Chariot-festival at Puri. Shifts are also present abundantly in the poetry of Jayanta Mahapatra. A shift is not a translation. Unlike a translation, here, no attempt is made to establish formal equivalence. ‘An Indianism clsssified as shift is usually an adaptation of an underlying formal item of an Indian language’. In the poetry of Mahapatra, a large number of Indianisms are observed which can better be treated as shifts. Few of such examples are mentioned below- i. The sullen old temple Where a newly-married couple stands Palms stretched towards the priest. ii. There is light talk of rioting and murder On the festive day of Durga’s immersion. iii. Now a near naked man ends his bath Exorcised by generations Between his folded palms, a ghost of morning sun iv. Why is my skin so brown, why my birth not final? Why do I seek a virgin woman for my wife? Why do I grovel before that grotesque god of bitter wood? v. The slow cold ache Of parading themselves before their prospective grooms वर्ष 5, अकं 60, अप्रैल 2020 ISSN: 2454-2725 Vol. 5, Issue 60, April 2020 62

Jankriti tu—fr Multidisciplinary International Magazine बह-ू ववर्यी अतं राराष्ट्रीय पविका ISSN: 2454-2725, Impact Factor: GIF 1.888 www.jankritipatrika.com ISSN: 2454-2725, Impact Factor: GIF 1.888 Volume 5, Issue 60, April 2020 www.jankritipatrika.com वर्ष 5, अंक 60, अप्रैल 2020 Besides these, borrowing also plays a very important role in enriching Indian lexis. There are also lexical inventions in Indian English. The following are such examples found in the poetry of Jayanta Mahapatra- i. Faint stars drift on with their mantras of survival. ii. a colourless monsoon Eaten away by what has drifted between iii. bleeding dubas iv. Alasi v. Her breath warm as the loo that blows in summer vi. The slow dawn mists linger in the forgotten old pipals by the river vii. His flowing white beard-the kurukshetra On the flag before dawn viii. His jaws move to mantras ix. these masters of surprise of ghareo, of master plot x. The unseen hands of gods in front of a garish temple of the simian Hanuman. A hybridized formation is also seen in the borrowed words of Mahapatra. A hybrid word is a lexical formation where there are two or more elements out of which at least one is from an Indian language and one from English. The following are a few examples of such hybridized lexis found in Jayanta Mahapatra- i. Hands that keep their hold on coins in their pockets with peaceful Gandhi heads. ii. Swifts, like spirits claim the lost air of shakuni-skies iii. the fearsome Brahmin priest In alleviative belief Using darkness to be a protent of the gods iv. But the air still gives off her dead grandmother’s pan-stained breath v. Through the spread of alasi flowers. Indian collocations are another feature of Indianness found in the poetry of Jayanta Mahapatra. Archana Kumar observes three types of such collocations in Mahapatra’s poetry. These are, a) वर्ष 5, अकं 60, अप्रैल 2020 ISSN: 2454-2725 Vol. 5, Issue 60, April 2020 63

Jankriti tu—fr Multidisciplinary International Magazine बह-ू ववर्यी अतं राराष्ट्रीय पविका ISSN: 2454-2725, Impact Factor: GIF 1.888 www.jankritipatrika.com ISSN: 2454-2725, Impact Factor: GIF 1.888 Volume 5, Issue 60, April 2020 www.jankritipatrika.com वर्ष 5, अंक 60, अप्रलै 2020 loan shifts from Indian language b) collocationally Indian words and c) contextual units assigned in Indian culture which are absent in British culture. 4. Conclusion: So, in conclusion, we can say that with the characteristics of all these features discussed above, Mahapatra’s poetry is purely Indian. The Indian lexis used by him has reached a special position in his hands. The Indian culture, history, and its people are beautifully and realistically presented through such lexical items. 5. References: Primary Sources: 1. Mahapatra, Jayanta. Close the Sky, Ten by Ten, Calcutta: Dialogue Publications, 1971. A Father’s Hours. Calcutta: United Writers.1976. Relationship. New York: The Greenfield Review Press, 1980. “The Inaudible Resonance in English Poetry in India”. Literary Criterion 15.1 (1980):pp.27-36. Secondary Sources: 1. Mukharjee, Meenakshi, Considerations. New Delhi: Allied Publishers, 1977. 2. Mohan, Ramesh, ed. Indian Writing in English. New Delhi: Orient Longman, 1978. 3. Naik, M.K. A History of Indian English Literature. New Delhi: Sahitya Akademi, 1982. 4. Kumar, Archana, The Poetry of Jayanta Mahapatra. New Delhi: Arya Publishing House, 2006. 5. Kachru, Braj B. The Indianisation of English. New Delhi: Oxford University Press, 1983. 6. Shahane, V.A. and M. Shivramkrishna, eds. Indian Poetry in English: A Critical Assessment. New Delhi: Macmillan, 1980. वर्ष 5, अकं 60, अप्रैल 2020 ISSN: 2454-2725 Vol. 5, Issue 60, April 2020 64

Jankriti tu—fr Multidisciplinary International Magazine बह-ू ववर्यी अतं राराष्ट्रीय पविका ISSN: 2454-2725, Impact Factor: GIF 1.888 www.jankritipatrika.com ISSN: 2454-2725, Impact Factor: GIF 1.888 Volume 5, Issue 60, April 2020 www.jankritipatrika.com वर्ष 5, अकं 60, अप्रैल 2020 ATROCITIES&CHALLNGES OF NEW GEN 2020-A REFLECTION Dr. Fthima Jaseena.M.P.M Assistant Professor Farook Training College. ABSTRACT World is changing day by day in all walks of life. Especially in the development of Adolescents. Neuroscience confirms that adolescent brains are still under construction. No longer can school counselors, teachers, administrators, or parents blame hormones for what is typically considered the normal adolescent angst. Adolescence is an evolution which involves many changes, but current researches suggests that brain growth and change is a major factor in a teen’s development. Current studies demonstrate that brain structures and processes change throughout adolescence and, indeed, across the life course . These findings have been evidenced through the news in daily life. Also it is found that use of social media made the younger ones to irresponsible fellows .Again it is very hard for them to face the challenges of new age . They try to escape from life situations. The purpose of this study is to explore the extend of issues, problems in all walk of their life . The results reveals that adolescents face different issues and tensions within different aspects of life. Kewwords.Adolescence,Atrocities,Social media,Media addiction. Aknowledgment.ICSSR sponserd project- IMPRESS. INTRODUCTION The process of education helps in the comprehensive development of learners. It enables them to develop needed adequacies, competencies and skills to deal triumphantly with real life situations. Education focuses more on contrived phenomenon where in the environmental settings; psychological constructs interact with each other in appropriate ways so as to achieve desirable changes in the status of individuals. With most of the learning that happens through classroom transactions, it is influenced by various factors that encourage or hinter the effectiveness of learning in students. It becomes the authority of teachers to understand the interaction effect of these factors on learning and adapt suitable teaching strategies for classroom transactions.School is the major institution in the nurture of Adolescence. वर्ष 5, अकं 60, अप्रलै 2020 ISSN: 2454-2725 Vol. 5, Issue 60, April 2020 65

Jankriti tu—fr Multidisciplinary International Magazine बह-ू ववर्यी अंतराराष्ट्रीय पविका ISSN: 2454-2725, Impact Factor: GIF 1.888 www.jankritipatrika.com ISSN: 2454-2725, Impact Factor: GIF 1.888 Volume 5, Issue 60, April 2020 www.jankritipatrika.com वर्ष 5, अंक 60, अप्रैल 2020 Adolescent is derived from Latin verb “adolescere”; the literal meaning of “adolescere” is apparent, “to grow” or “to grow to maturity”. The term “adolescence”, as it is used today, has a broader meaning. It includes the process of mental, emotional, and social maturation. The concept of adolescence as a period of life distinct from childhood or adulthood has some roots in writings from the distinct past. Adolescence is often described, as an exciting transitory phase in the human life cycle but is perhaps the most challenging stage as well. This is a time when adolescents evolve into adults with newly discovered independence and renewed responsibilities. They are constantly in search of their own new identity. They tend to question and appreciate the values of the adult world and try to assert their identity. During adolescence they develop skills that will help them to grow into caring and responsible adults. When adolescents are supported and encouraged by caring adults, they thrive in unimaginable ways, becoming resourceful and contributing as members of their families and societies. NEED OF THE STUDY. Adolescence is a period of physical change and biological change which may lead to confusions, tensions, frustrations and feelings of insecurity. Of all life-stages, except childhood, adolescence is the one most marked by rapid and potentially tumultuous transition (Williams, Holmbeck, & Greenly, 2002). This is to be seen in the domain of biological development where the changes are physically externally manifest as well as in the progression of both cognitive and psychosocial maturity from that of childhood to that of the fully functioning adult . While the transition through adolescence is inevitable the speed and magnitude of these changes overtax the capacity of many young people to cope and the resulting phenomenon of adolescent stress is now well recognized . The pubertal changes also affect the adolescents psychologically, in different ways, and with and timing. The cognitive processes are one of the most striking changes to take place during adolescence and involve the development of far more sophisticated thinking abilities and reasoning ability. Schools and classroom provide excellent real world contexts for examining self- handicapping behavior as in such settings, students are continually confronted with tasks and situations in which information about their ability and intelligence is a public display. Academic achievement reflects in a value added characteristic intelligence. Students, especially during वर्ष 5, अकं 60, अप्रलै 2020 ISSN: 2454-2725 Vol. 5, Issue 60, April 2020 66

Jankriti tu—fr Multidisciplinary International Magazine बह-ू ववर्यी अतं राराष्ट्रीय पविका ISSN: 2454-2725, Impact Factor: GIF 1.888 www.jankritipatrika.com ISSN: 2454-2725, Impact Factor: GIF 1.888 Volume 5, Issue 60, April 2020 www.jankritipatrika.com वर्ष 5, अकं 60, अप्रलै 2020 adolescent age worry about them appearing unintelligent if they poorly perform on a specific task assigned to them. As this digital world put the generation into a conflicting situation ,they cannot escape from its confine and causes. OBJECTIVE. ➢ To know what are the problems/tensions among higher secondary students . HYPOTHESIS ➢ Higher Secondary students face lots of TENSIONS in many ways. METHODOLOGY Survey technique was used to collect the data. SAMPLE The study is carried out in a representative sample of 250 students from Kerala using stratified random sampling method. TOOL Questionnaire was used to collect data.It include 20 items which is related to various aspects of their daily life. STATISTICAL TECHNIQUE. Percentage Analysis. ANLYSYSIS AND DISCUSSION. The results is given in Table-1 Percentage of problems/tensions among adolescent based on Gender. वर्ष 5, अकं 60, अप्रैल 2020 ISSN: 2454-2725 Vol. 5, Issue 60, April 2020 67

Jankriti tu—fr Multidisciplinary International Magazine बह-ू ववर्यी अतं राराष्ट्रीय पविका ISSN: 2454-2725, Impact Factor: GIF 1.888 www.jankritipatrika.com ISSN: 2454-2725, Impact Factor: GIF 1.888 Volume 5, Issue 60, April 2020 www.jankritipatrika.com Item वर्ष 5, अकं 60, अप्रलै 2020 SL.NO. 1 Home& School circumstances creates tension Percentage Percentage 2 Parental pressure give tension of -boys of Girls 3 Exam fear make issues 66 38 4 Careless in planning life&future. 72 45 5 Confusion in selecting ambition/ Job 32 67 6 Inability for facing any challenging situation. 30 66 7 Cannot select any hobby/job. 38 64 8 Did not have any future dreams/plans. 46 53 9 Fear of failure&anxiety while doing any work 76 36 10 Feeling Tension about future life /marriage. 68 22 11 I have many situations of anxiety in daily life. 51 42 12 Peer group creates lots of tensions 60 40 13 Effect of social media affects study habit. 32 40 14 Can’t avoid Temptation towards alcohol &drug 56 41 15 Love-affair creats confusion&tension. 33 46 16 Film media attract more than studies. 68 46 17 Junk food like more than homely food. 54 52 18 I didn’t get enough sleep occasionally. 52 99 19 School is a symbol of loathing/Depression 65 01 20 Depression create problems often. 92 12 42 44 62 58 FINDINGS The family and school are the two institutions that helps a child to become a good personality. But nowadays no one have time to take care of their children in almost all families and the noninvolvement of parents makes disappointments that leads to define detachment in order to protect them. UNESCO (2001) noted that without the guidance from parents and teachers, वर्ष 5, अकं 60, अप्रैल 2020 ISSN: 2454-2725 Vol. 5, Issue 60, April 2020 68

Jankriti tu—fr Multidisciplinary International Magazine बह-ू ववर्यी अंतराराष्ट्रीय पविका ISSN: 2454-2725, Impact Factor: GIF 1.888 www.jankritipatrika.com ISSN: 2454-2725, Impact Factor: GIF 1.888 Volume 5, Issue 60, April 2020 www.jankritipatrika.com वर्ष 5, अंक 60, अप्रलै 2020 information from questionable sources lead to risky behavior. Now the families become nuclear and children are spending more time in the educational system and with technological gadgets. It is clear that schools will continue to have an impact on the personal development of students. In this technological era ,drastic changes occur in the field of education especially in academic environment. Pupils attitude, thinking style, mode of interaction , inter-intra personal behavior and outlook towards life are being subject to frequent changes.As the study provide a clear vision of analysis of atrocities on the basis of the environment in different occasion is discussed below.. • Adolescent girls show high in suicidal tendency. • Anxiety / over tension are high among adolescent girls. • Adolescent boys are found to be easily distracted while doing any activity. • Boys have low competitive mentality compared to girls. • Adolescent boys prefer temporary pleasure while girls engaged in planning for future activities. • Blaming of Time for failures is more or less same with both boys and girls. • Boys try to engage in malpractices before exams. • Boys tend to over indulge in food and substances more often. • Girls are busy with media&film. CONCLUSION As the study shows that life of adolescence are influenced by many issues. In addition, they got many opportunities of leisure, social media, habit of drug etc,it make them lazy& negative mentality . In such a situation the role of SCHOOL&FAMILY place major role of guiding in proper manner. Otherwise future generation will lose their life. More studies are needed to find the strategies for overcome their problems . REFERENCE वर्ष 5, अकं 60, अप्रलै 2020 ISSN: 2454-2725 Vol. 5, Issue 60, April 2020 69

Jankriti tu—fr Multidisciplinary International Magazine बह-ू ववर्यी अतं राराष्ट्रीय पविका ISSN: 2454-2725, Impact Factor: GIF 1.888 www.jankritipatrika.com ISSN: 2454-2725, Impact Factor: GIF 1.888 Volume 5, Issue 60, April 2020 www.jankritipatrika.com वर्ष 5, अकं 60, अप्रलै 2020 Bronfenbrenner, U. (1979). Context of childrearing: Problems and prospects. American Psychologist, 34(10), 844-850. doi:10.1037/0003-066X.34.10.844 Dhoundiyal. (1984). Home environment and emotional disturbance among adolescents. Ind. J. Psych., 59 (2), 17-22. Mortimer, J.T., Finch, M., Shanahan, M., & Ryu, S.(1992). Work experience, mental health and behaviorral adjustment in adolescence. J. Res.Adol., 2 (1), 25-57. Berglas,S.,&Jones,E.E.(19780.Drug choice as a self-handicapping strategy in response to no contingent success. Journal of Personality and Social Psychology,36,405-417 Rhodewalt,F.(1984).Self-invlvement,selfattribution,and the type-A, coronary-prone behavior pattern.Journal of Personality and Social Psychology,47,662-670 Cohen,J.(1988).Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ:Lawrence Earlbaum Associates. Covington,M.V(1984).The self-worth theory of achievement: Findings and implications. The Elementary School Journal, 85, 5-20. Ferrari, J.R (1991).Self-handicapping by procrastinators: Protecting self-esteem, social-esteem, or both? |Journal of Research in Personality, 25, 245-261. *FarookTraining College, Farook College(p.o)Kerala673632,[email protected],9446072144. वर्ष 5, अकं 60, अप्रैल 2020 ISSN: 2454-2725 Vol. 5, Issue 60, April 2020 70

Jankriti tu—fr Multidisciplinary International Magazine बह-ू ववर्यी अतं राराष्ट्रीय पविका ISSN: 2454-2725, Impact Factor: GIF 1.888 www.jankritipatrika.com ISSN: 2454-2725, Impact Factor: GIF 1.888 Volume 5, Issue 60, April 2020 www.jankritipatrika.com वर्ष 5, अंक 60, अप्रैल 2020 SKILLING THE WORKFORCE THROUGH TVET FOR POVERTY ALLEVIATION IN RURAL AREAS Sub Theme : RURAL DEVELOPMENT Author/s : Dr.D.K.Parmar1 Dr. A K Jain2 Mr Nikhar K Pandya3 1.Lecturer in Applied Mechanics Department, B & B Institute of Technology Vallabh Vidyanagar, Gujarat, India Email : [email protected] 2. Professor, Department of Civil and Environmental Engineering National Institute of Technical Teachers Training & Research, Bhopal, Madhya Pradesh , India Email :[email protected] 3. Lecturer in Civil Engineering Department, B & B Institute of Technology, Vallabh Vidyanagar, Gujarat, India. Email : [email protected] ABSTRACT Education, skills development and technical training are central to agricultural and rural employment. They prepare mostly young people for work in the formal and informal sector in rural areas and thus play an important role in poverty reduction. The better the training and the more refined the skills are in terms of human capital, the higher the income and returns and the better the rural livelihoods. The role of TVET in furnishing skills required to improve productivity, raise income levels and improve access to employment opportunities has been widely recognized. Developments in the last three decades have made the role of TVET more decisive; the globalization process, technological change, and increased competition due to trade liberalization necessitates requirements of higher skills and productivity among workers in both modern sector firms and Micro and Small Enterprises (MSE). Skills development encompasses a broad range of core skills (entrepreneurial, communication, financial and leadership) so that individuals are equipped for productive activities and employment opportunities (wage employment, self-employment and income generation activities). Economic reforms over the last 20 years reflect and also indicate increased global exposure and deep focus on cut throat competition for the Indian Industry. As keeping in view the importance of skill development through TVET is more required for rural areas, the prime Minister of India aimed for creating 500 millions skilled manpower up to 2022. India can achieve almost double digit growth quite early with the development of skilled workforce. This paper focuses on various वर्ष 5, अकं 60, अप्रैल 2020 ISSN: 2454-2725 Vol. 5, Issue 60, April 2020 71

Jankriti tu—fr Multidisciplinary International Magazine बह-ू ववर्यी अतं राराष्ट्रीय पविका ISSN: 2454-2725, Impact Factor: GIF 1.888 www.jankritipatrika.com ISSN: 2454-2725, Impact Factor: GIF 1.888 Volume 5, Issue 60, April 2020 www.jankritipatrika.com वर्ष 5, अकं 60, अप्रैल 2020 possibilities viz. skill development and challenges for developing skilled workforce through TVET for Poverty Alleviation in Rural Areas. INTRODUCTION Education is acknowledged as a means for transforming and empowering communities. The youth especially gain skills, knowledge and attitudes to enable them become productive members of the society. Education contributes to sustainable development, and is recognized in India as a priority area of development intervention as is reflected in policy documents. Technical and vocational education (TVET) is broadly defined as “Education which is mainly to lead participants to acquire the practical skills, knowhow and understanding, and necessary for employment in a particular occupation, trade or group of occupations. Such practical skills or knowhow can be provided in a wide range of settings by multiple providers both in the public and private sector. The skills development is important for economic growth, poverty alleviation, youth and women’s empowerment and social inclusion. They have become even more important in the dynamic and rapid era of Modernization. Nevertheless, the role of TVET is absent to a large extent in most policy documents. This gap is particularly ‘puzzling’; Governments and other agencies consistently emphasize the need for concerted efforts to build the human assets of the poor and rural areas. Leveraging the India’s demographic dividend (the average age of an Indian would be 29 by 2020 compared to 37years in China and the United States, and 45 years in Western Europe as per the Economic Survey 2011-12) is easier said than done on account of the poor level of skills possessed by the vast majority of those joining the workforce each year. A situation that has arisen owing to high dropouts from schools, inadequate skills training capacity, a negative perception around skilling and low employability of even those holding professional qualifications. WHY ACTION IS NEEDED Rural people’s access to education and training is often limited by financial barriers (e.g. training and transportation costs) and non-financial barriers (e.g. scarce education and training infrastructure, inflexible training schedules). • Especially for poor rural children and adults, the opportunity costs for education and training may be too high to give up their income-generating activities and unpaid duties that help sustain their families. • Many rural people do not have basic education. This also hampers their access to technical and vocational training or other skills development. • Unequal gender relations and traditional gender roles entail specific difficulties for rural girls and women in accessing education and training. वर्ष 5, अकं 60, अप्रलै 2020 ISSN: 2454-2725 Vol. 5, Issue 60, April 2020 72

Jankriti tu—fr Multidisciplinary International Magazine बह-ू ववर्यी अतं राराष्ट्रीय पविका ISSN: 2454-2725, Impact Factor: GIF 1.888 www.jankritipatrika.com ISSN: 2454-2725, Impact Factor: GIF 1.888 Volume 5, Issue 60, April 2020 www.jankritipatrika.com वर्ष 5, अकं 60, अप्रलै 2020 • Education and training is often of inadequate quality. Teachers and trainers may be unqualified, equipment and technology out-dated, and teaching and training methods ill- suited to rural contexts. • In many developing countries, training systems tend to operate in isolation from the labor market and employers’ needs, so training does not always match skills demand. • Environmental degradation and climate change present risks to rural livelihoods that need to be managed and mitigated. This requires developing new, innovative strategies and skills to be able to learn about and use new environmentally friendly technologies. • The severity and persistence of the food crisis makes it crucial to increase productivity in agriculture, agribusiness and other relevant rural industries, for which appropriate skills are indispensable. POLICY OPTIONS Developing an integrated approach to rural skills development : • Integrate skills development into rural development policies and strategies, such as agricultural policies, and private sector development and entrepreneurship policies. • Strengthen coordination and collaboration with the private sector in skills development both to increase the relevance of training, and to improve and facilitate its delivery. • Involve particularly employers’ organizations, but also workers’ organizations, NGOs and community groups, in planning and implementing programmes. • Assess labor market needs and economic opportunities, and link training to the skills requirements in the particular rural context. • Collect and analyze data disaggregated by gender, age, society, disability and other relevant dimensions to be able to design appropriate training and services. • Build up diversified skills development policies that consider formal, non-formal and informal training. While access to good quality formal training is important, including innovative non-formal and informal skills training into national training systems is also key to improving skills provision in rural areas. EXPANDING ACCESS TO QUALITY EDUCATION AND VOCATIONAL TRAINING FOR RURAL AREAS • Expand the outreach of both schools and training institutions in underserved rural areas. वर्ष 5, अकं 60, अप्रलै 2020 ISSN: 2454-2725 Vol. 5, Issue 60, April 2020 73

Jankriti tu—fr Multidisciplinary International Magazine बह-ू ववर्यी अतं राराष्ट्रीय पविका ISSN: 2454-2725, Impact Factor: GIF 1.888 www.jankritipatrika.com ISSN: 2454-2725, Impact Factor: GIF 1.888 Volume 5, Issue 60, April 2020 www.jankritipatrika.com वर्ष 5, अंक 60, अप्रैल 2020 • Provide free basic education as it is a stepping stone to further skills training and provide financial incentives (e.g. vouchers) and non-financial incentives (e.g. meals at school and take-home rations) to improve attendance. • Provide affordable technical and vocational training by reducing financial entry barriers, and design interventions to include those most disadvantaged in accessing education and training, such as working children, women in poverty, people with disabilities, ethnic minorities, and ex-combatants. • Complement technical and vocational training with basic education (literacy and numeracy) and life skills (e.g. confide confidence building, health management, social awareness). This enables participants to benefit more from the technical and vocational training, and may be particularly relevant for those most marginalized. • Promote a gender-responsive learning environment. For example, consider safe transportation and training facilities, separate sanitation facilities, dormitories, cafeterias, and child care facilities. • Ensure textbooks and other learning and training materials are not gender-stereotyped and sensitize teachers and instructors to gender equity. • Encourage training women and men in non-gender stereotypical trades, promoting for instance training in mechanics for women and textile work for men. • Develop flexible, modular training. This will benefit those who cannot afford taking time off (for example, due to household or seasonal work) or paying for longer term training. • Facilitate access to training materials, toolkits and modern equipment and technology, and invest in teacher training, as well as better remuneration for teachers and trainers. • Consider outreach measures such as mobile or distance learning through information and communication technologies (ICTs). The latter requires, in particular, expanding access to mobile phones, computers and education and training hardware and software, and investing in the ICT training of teachers and trainers. • Provide career guidance and practical labour market information (e.g. in schools’ training facilities and community associations) to enable rural youth to make informed choices about their education, training and employment in the rural context. वर्ष 5, अकं 60, अप्रैल 2020 ISSN: 2454-2725 Vol. 5, Issue 60, April 2020 74

Jankriti tu—fr Multidisciplinary International Magazine बह-ू ववर्यी अंतराराष्ट्रीय पविका ISSN: 2454-2725, Impact Factor: GIF 1.888 www.jankritipatrika.com ISSN: 2454-2725, Impact Factor: GIF 1.888 Volume 5, Issue 60, April 2020 www.jankritipatrika.com वर्ष 5, अंक 60, अप्रलै 2020 PROMOTING DIVERSIFIED SKILLS DEVELOPMENT SYSTEMS Skills development in rural areas requires various types of skills provision, using innovative methods of delivery, and capitalizing on existing social institutions. In particular: • Consider linking formal with non-formal training, or combining institution-based education with enterprise-based learning. • Combine technical and entrepreneurship training, for example through incorporating business knowledge and skills in formal secondary and tertiary education or through developing innovative community-based training programmes. • Complement entrepreneurship training by facilitating rural entrepreneurs’ access to micro- credit schemes, business development services and market information. This may require expanding the scope of these services and ensuring that the right legal framework is in place. • Promote apprenticeship systems as a viable option for young women and men to learn a trade. Apprenticeships are a practical and usually cost-effective way to develop skills, especially for those who do not meet the entry requirements for formal training. Upgrade traditional and informal apprenticeship systems to offer higher quality training and facilitate technological advances and innovations. Depending on the local context: • Involve business associations of master craftspeople in upgrading activities • Provide training to master craftspeople in technical, technological and entrepreneurship skills • Improve working conditions within apprenticeships • Improve equal access to apprenticeship for women and men • Combine apprenticeship with formal vocational training • Develop recognition mechanisms for skills acquired through apprenticeships • Develop labour-based programmes that improve rural infrastructure as one opportunity for transferring skills and knowledge among the rural population. Labour-based programmes can provide training in construction, maintenance and managerial skills, for instance. TECHNICAL AND VOCATIONAL EDUCATION SYSTEM IN INDIA Technical and Vocational Education plays a vital role in human resource development of the country by creating skilled manpower, enhancing industrial productivity and improving the quality of life. The term Technical Education and Vocational Training are sometimes used synonymously. However, as per present practice, the term TE refers to post secondary courses of study and practical training aimed at preparation of technicians to work as supervisory staff. वर्ष 5, अकं 60, अप्रलै 2020 ISSN: 2454-2725 Vol. 5, Issue 60, April 2020 75

Jankriti tu—fr Multidisciplinary International Magazine बह-ू ववर्यी अंतराराष्ट्रीय पविका ISSN: 2454-2725, Impact Factor: GIF 1.888 www.jankritipatrika.com ISSN: 2454-2725, Impact Factor: GIF 1.888 Volume 5, Issue 60, April 2020 www.jankritipatrika.com वर्ष 5, अंक 60, अप्रलै 2020 The term VT refers to lower level education and training for the population of skiled or semi- skilled workers in various trades and it does not enhance their level with respect to general education. The main agencies involved in TVET policy formulation and its implementation include: CENTRAL GOVERNMENT • National Skills Development Council • Ministry of Human Resource Development • Department of School Education and Literacy (for TVET programmes in senior secondary schools) • Department of Higher Education (for TechnicalEducation) • Ministry of Labour and Employment, • Directorate General of Employment and Training (for Vocational Training) • There are some other 17 Central Ministies and Departments which have running some small TVET programmes . STATE GOVERNMENT • Directorate of Technical Education • Private Sector • NGOs SKILL DEVELOPMENT INITIATIVES OF THE GOVERNMENT & PRIVATE PARTNERSHIP SUPPORT Various Government agencies and missionaries have take initiative for skill development. Recently Seventeen ministries of the Government of India ranging from the Ministry of Labor & Employment to that of the Ministries of Human Resource Development and Food Processing Industries are presently engaged in undertaking different training initiatives with the combined target of skilling 350 million people by 2022. NSDC, through its private sector partners has also embarked on the task of skilling 150 million people within a decade from now Most of the formal skills-related training in the government apparatus is undertaken through the Industrial Training Institutes (ITIs) and Industrial Training Centers (ITCs), which come under the Ministry of Labor & Employment, and the Polytechnics for engineering that are supported by the Ministry of Human Resource Development.(MHRD). Many of the ITIs have now been brought under the Public Private Partnership route with the private partner responsible for the management of the institution. The goal is to get all 1,396 ITIs under वर्ष 5, अकं 60, अप्रैल 2020 ISSN: 2454-2725 Vol. 5, Issue 60, April 2020 76

Jankriti tu—fr Multidisciplinary International Magazine बह-ू ववर्यी अंतराराष्ट्रीय पविका ISSN: 2454-2725, Impact Factor: GIF 1.888 www.jankritipatrika.com ISSN: 2454-2725, Impact Factor: GIF 1.888 Volume 5, Issue 60, April 2020 www.jankritipatrika.com वर्ष 5, अकं 60, अप्रलै 2020 the public private partnership mode. Four hundred other ITIs are being transformed through private sector participation into centers of excellence. All states have set up Skill Development Missions. Some have even put together a strategy to skill millions of persons over the next few years. Many Public Private Partnership (PPP) models have been put forward. The National Open School system (NIOS) is also running a number of vocational training programmers. A number of Community Colleges - over 600 - have been approved by the Indira Gandhi National Open University (IGNOU) and other states. Many of these are run by the private sector. Some states are also approving the set up of “Skills Universities”. Many companies, too, are conducting training programmes to meet the skilling requirements of their own workforce, or sometimes as part of their corporate social responsibility (CSR) initiatives. Non-government organizations are also conducting skills-related training to address the needs of the segments they are working with. Other key Skill Development Initiatives of the Government are as follows. • Establishment of 1,500 new ITIs through the DGET • Establishment of 50,000 Skill Development Centers through the DGET • Setting up of PM National Council on Skill Development (already operational) • Setting up of National Skill Development Coordination Board (already operational). Apart from the initiatives mentioned earlier and initiatives of the Ministry of Labour and Employment and DGET, about 17 Ministries of the Government of India are also engaged in skill development activities. CHALLENGES IN IMPLEMENTING SKILL DEVELOPMENT INITIATIVES As there is large growth of skill development, number of, implementing agencies (government, institutes – both government and private, vocational training providers, and other such implementers) would face challenges that come up at every segment of the ‘skill development value chain. SKILL DEVELOPMENT VALUE CHAIN Source Flexible Training for Assessment, Placement of need based Skill Evaluation & (Self/Wage Curriculum Certification Employment) trainin Developme g Model nt Figure 1 The various challenges would be related to the following dimensions: वर्ष 5, अकं 60, अप्रैल 2020 ISSN: 2454-2725 Vol. 5, Issue 60, April 2020 77

Jankriti tu—fr Multidisciplinary International Magazine बह-ू ववर्यी अंतराराष्ट्रीय पविका ISSN: 2454-2725, Impact Factor: GIF 1.888 www.jankritipatrika.com ISSN: 2454-2725, Impact Factor: GIF 1.888 Volume 5, Issue 60, April 2020 www.jankritipatrika.com वर्ष 5, अकं 60, अप्रलै 2020 • Attraction and mobilization of students towards skill development. • Need analysis of various courses. • Paradigm shift supply driven to demand driven • Demand for such courses/trades. • Flexible need based Curriculum • Involving grass-foot organizations such as Panchayati Raj Institutions and NGO’s. • Standardize content and delivery across a large number of centers. • Delivery methods of trainings. • Required and available infrastructures. • Search of qualified trainers. • Third party assessment and certification. • Question of fund raising for project institution. • Checking of the model sustainability and viability. • Establishment of placement linkages. • Effective Industry-institute linkage. • Providing hands-on experience. • Develop Lifelong learning skill • Providing state of art trainings according to need. CONCLUSION As the workers migrate from the rural and predominantly agricultural sector to other urban sectors, India realizes that it has the need for a well thought out and executed strategy to provide a new set of skills through vocational training in order to effectively absorb this additional workforce and sustain economic growth. Only skill development programs help India to make the transition from a developing to a developed nation within a decade from now would not happen on its own. It can only be made possible through the concerted efforts of all stakeholders – government, industry, social entrepreneurs, NGOs, educational institutions and civil society-unified in the common desire of promoting the cause of skills development. The largest share of new jobs in India is supposed to come from the unorganized sector that employs up to 93 per cent of the national workforce and products 60 per cent of GDP. Since small and micro enterprises are supposed to play a central role in the national employment creation strategy. A skilled youth, with skills which can fetch them gainful employment. As our economy booms and as our industry grows. वर्ष 5, अकं 60, अप्रलै 2020 ISSN: 2454-2725 Vol. 5, Issue 60, April 2020 78

Jankriti tu—fr Multidisciplinary International Magazine बह-ू ववर्यी अतं राराष्ट्रीय पविका ISSN: 2454-2725, Impact Factor: GIF 1.888 www.jankritipatrika.com ISSN: 2454-2725, Impact Factor: GIF 1.888 Volume 5, Issue 60, April 2020 www.jankritipatrika.com वर्ष 5, अकं 60, अप्रलै 2020 REFERENCES: 1. Report of Eleventh Five year (2007-2012) planning commission of India, New Delhi. 2. Report of Twelfth Five year (2012-2017) planning commission of India. New Delhi. 3. Document of The World bank on skill development in India, The vocational education and training system, January 2006. 4. M V Subbiah, “Skill Development: A Bigger Role for the Private Sector” Paper Published in Vikalpa, Vol-37, July-Sep 2012. 5. Tabussuam Jamal and Kasturi Mandal, “Skill Development Mission in Vocational Areas: Mapping Government Initiatives”, Paper published in in Vikalpa, Vol-37, July-Sep 2012. 6. Annual Report, “Ministry of Labour and Human Resources, Fiscal year 2014-15. 7. The Skill Development Landscape in India and Implementing Quality Skills Training, document has been prepared by ICRA Management Consulting Services Limited (IMaCS), for the 3rd Global Skill Summit of the Federation of Indian Chambers of Commerce & Industry (FICCI), August, 2010. 8. Skilling the Workforce: Skill Development Initiatives in India, India Brand Equity Foundation, Nov-2013 9. The World Bank: World Development Report 2008: Agriculture for Development (Washington: 2007) and IFAD: Rural Poverty Report 2011: New Realities, New Challenges, New Opportunities for Tomorrow’s Generation (Rome: 2010). 10. ILO: Introductory Guidebook on Upgrading Informal Apprenticeships (Forthcoming). वर्ष 5, अकं 60, अप्रैल 2020 ISSN: 2454-2725 Vol. 5, Issue 60, April 2020 79

Jankriti tu—fr Multidisciplinary International Magazine बह-ू ववर्यी अंतराराष्ट्रीय पविका ISSN: 2454-2725, Impact Factor: GIF 1.888 www.jankritipatrika.com ISSN: 2454-2725, Impact Factor: GIF 1.888 Volume 5, Issue 60, April 2020 www.jankritipatrika.com वर्ष 5, अकं 60, अप्रलै 2020 Women Human Rights: A Study of International and National Perspective Randeep Dhoot (Assistant Prof.) Deptt. of Political Science, SDAM College, Dinanagar(Pb) Abstract Human rights being essential for all round developmentof the personality of the individuals in the society, be necessarily protected and be made available to all the individuals without any discrimination. Women’s rights are an essential component of universal human rights. The idea of women’s human rights provides a common framework for developing a vast array of visions and concrete strategies for change. Violence against women both violates and impairs or nullifies the enjoyment by women of human rights and fundamental freedoms. The development of women is of paramount importance and sets the pace for overall development. We should have a vision of empowering women with human dignity and contributing as equal partners in development in an environment free from violence and discrimination. The Government and society should promote social, economic and political empowerment of women through policies, programmes and create awareness about their rights and facilitate institutional and legislative support for enabling them to realise their human rights and develop their full potential of human personality. The paper includes various provisions and legislations related to women’s human rights in national and international jurisprudence and how gender equality and women’s empowerment accelerate the efforts to achieving sustainable development goals under the United Nations 2030 Agenda. Keywords : Discimination, gender equality, human rights, United Nations, violence. Introduction The preamble to the universal declaration of human rights adopted on 10 December, 1948 emphasises that recognition of the inherent dignity and of the equal and inalienable rights of all members of the human family is the foundation of freedom, justice and peace in the world. The concept of human rights is closely allied with ethics and morality. Those rights that reflect the values of a community will be those with the most chance of successful implementation. Human dignity is seen as the key concept in relation to the values related with human rights. Demands relating to respect, power, enlightenment, well-being, health, skill, affection and rectitude are other interdependent values which form the basis in the process of human rights creation. The concept of human rights have been evolving over the centuries. The international human rights regime and institutions are often viewed as part of an emerging global governance regime. International efforts to promote and protect human rights have greatly expanded in the last few decades. In today’s world, the changes in the nature of social and economic relationships have impacted on the global society. Societies are today more fluid, people more mobile, traditional roles have been वर्ष 5, अकं 60, अप्रैल 2020 ISSN: 2454-2725 Vol. 5, Issue 60, April 2020 80

Jankriti tu—fr Multidisciplinary International Magazine बह-ू ववर्यी अंतराराष्ट्रीय पविका ISSN: 2454-2725, Impact Factor: GIF 1.888 www.jankritipatrika.com ISSN: 2454-2725, Impact Factor: GIF 1.888 Volume 5, Issue 60, April 2020 www.jankritipatrika.com वर्ष 5, अंक 60, अप्रैल 2020 transformed and social norms have changed. The fundamental assumption is that each person is a moral and rational being who deserves to be treated with dignity. The human right is a right which is universal in nature. In the words of Cranston, “Human right is a universal moral right, something which all men, everywhere, at all times ought to have, something of which no one may be deprived without a grave affront to justice, something which is belonging to every human being simply because he is human”. Human rights being the natural rights of the people are those rights which guarantee dignity of the people. The people themselves are the main subject of human rights and fundamental freedoms. Human right stem from human dignity, something not granted to the people by the state or the law but which is nevertheless inherent, absolute, and basic right of the people. International Human Rights of Women The advancement of women has been a focus of the work of the United Nations since its inception. The preamble of the charter of the United Nations sets as a basic goal to reaffirm faith in fundamental human rights, in the dignity and worth of the human person, in the equal rights of men and women. Article 1 of the charter proclaims that one of the purposes of the United Nations is to achieve international cooperation in promoting and encouraging respect for human rights and fundamental freedoms for the people without distinction as to race, sex, language or religion. The universal declaration of human rights had affirmed the principle of the inadmissibility of discrimination and proclaimed that all human being are born free and equal in dignity and rights and that everyone is entitled to all the rights and freedoms set forth therein, without distinction of any kind, including distinction based on sex. However, there continued to exist considerable discrimination against women primarily because women and girls face a multitude of constraints imposed by society, not by law. It violated the principle of equality of rights and respect for human rights. The Commission on the status of women was established in 1946 as one of the functional Commissions of ECOSOC and has played a role both in standard setting and in the elaboration of further relevant instruments. The Convention on the Political Rights of Women was adopted on 31st March 1953. The Convention protects the Political Rights of Women. Under this convention, states are obligated to ensure that women have the right to vote in elections, to be elected to publicly elected bodies and to hold public office on equal terms with men. The international covenant on economic, social and cultural rights is a multilateral treaty which was adopted by the UN general assembly on 16 December 1966 and it came into force from 3 January 1976. The covenant recognizes positive rights such as the right to food, shelter, health, care and education. The General Assembly on November 7, 1967 adopted a Declaration on Elimination of Discrimination Against Women and in order to implement the principles set forth in the declaration, the Committee on the Elimination of All Forms of Discrimination against women was established under Article 22 of the 1979 Convention on the Elimination of All Forms of Discrimination against Women. This convention is implemented by means of states’ reports. It is composed of twenty three experts serving in individual capacities for four year terms. It held its वर्ष 5, अकं 60, अप्रलै 2020 ISSN: 2454-2725 Vol. 5, Issue 60, April 2020 81

Jankriti tu—fr Multidisciplinary International Magazine बह-ू ववर्यी अंतराराष्ट्रीय पविका ISSN: 2454-2725, Impact Factor: GIF 1.888 www.jankritipatrika.com ISSN: 2454-2725, Impact Factor: GIF 1.888 Volume 5, Issue 60, April 2020 www.jankritipatrika.com वर्ष 5, अकं 60, अप्रलै 2020 first regular session in October 1982 and it reports annually to the UN general assembly through ECOSOC. The committee has provided guidelines to states parties on reporting, whereby initial reports are intended to be detailed and comprehensive with subsequent reports being of an updating nature. Article 1 of the convention defines discrimination against women in the following terms: any distinction, exclusion or restriction made on the basis of sex which has the effect or purpose of impairing or nullifying the recognition, enjoyment or exercise by women, irrespective of their marital status, on the basis of equality of men and women, of human rights and fundamental freedoms in the political, economic, social, cultural, civil or any other field. The optional protocol adopted in 1999 and is in force as from December 2000. It allows for the right of individual petition provided a number of conditions are met, including the requirement for the exhaustion of domestic remedies. In addition, the protocol creates an enquiry procedure enabling the committee to initiate inquiries into situations of grave or systematic violations of women’s rights. In recent years the importance of women’s rights has received greater recognition. The Vienna declaration and programme of action adopted in 1993 emphasised that the human rights of women should be brought into the mainstream of UN system-wide activity and that women’s rights should be regularly and systematically addressed throughout the UN bodies and mechanisms. In addition, the general assembly adopted a declaration on the elimination of violence against women in February 1994, and a special Rapporteur- an independent expert- on violence against women, its causes and consequences was appointed in 1994. The committee on the rights of the child has also discussed the issue of the girl child and the question of the child prostitution. United Nations Security Council Resolution 1325, on women, peace and security was adopted unanimously by the UN Security Council on 31 October, 2000. It calls for the adoption of Gender perspective to consider the special needs of women and girls during conflict, repatriation and resettlement, rehabilitation, reintegration and post-conflict reconstruction. The 10th anniversary of Resolution 1325 in October 2010 highlighted the increasing demand for accountability to UN Security Council Resolution 1325 on women, peace and security. Many expressed concern about the fact that only 22 member states out of 192 have adopted national action plans. Women are still underrepresented, if not totally absent, in most official peace negotiations and sexual violence in peacetime and in conflict continue to increase. United Nations Security Council resolution 1820 was unanimously adopted on june19, 2008. It condemns the use of sexual violence as a tool of war and declares that rape and other forms of sexual violence can constitute war crimes, crimes against humanity. CEDAW is a global human rights treaty that should be incorporated into national law as the highest standard for women’s rights. It requires the UN member states that have ratified it to set in place mechanisms to fully realize women’s rights. Demand for women’s participation in decision making at all levels, rejection of violence against women, equality of men and women, protection of women and girls from gender based violence and that women’s experiences, needs and perspectives are incorporated into political, legal and social decisions that determine the achievement of just and lasting peace are some points which are common on the Agenda of Resolutions 1325, 1820 and CEDAW. वर्ष 5, अकं 60, अप्रलै 2020 ISSN: 2454-2725 Vol. 5, Issue 60, April 2020 82

Jankriti tu—fr Multidisciplinary International Magazine बह-ू ववर्यी अतं राराष्ट्रीय पविका ISSN: 2454-2725, Impact Factor: GIF 1.888 www.jankritipatrika.com ISSN: 2454-2725, Impact Factor: GIF 1.888 Volume 5, Issue 60, April 2020 www.jankritipatrika.com वर्ष 5, अकं 60, अप्रलै 2020 The convention under Part III lays down a number of fields where States Parties are required to take steps to eliminate discrimination against women which includes the fields of education, employment, health care, economic and social life, women in rural areas, equality before law and marriage and family relations. Article 10 provides that women shall be provided same conditions for careers and vocational guidance as to that of men. Article 11 of tha convention makes the provision that the states parties shall take all appropriate measures to eliminate discrimination against women in the field of employment providing the same rights, in particular, the right to work; right to same employment opportunities; right to free choice of profession and employment; right to equal remuneration; the right to social security; right to protection of health and to safety in working conditions. There shall be no discrimination against women on grounds of marriage and maternity. Article 12 makes provision to eliminate discrimination against women in the field of health care, access to health care services, including those related to family planning. The right to family benefits, the right to bank loans, mortgages and other forms of financial credit, the right to participate in recreational activities, sports and all aspects of cultural life have been given under Article 13 of the Convention. Article 14 provided elimination of discrimination in rural areas such as to participate in the process of development planning at all levels. The other rights include to take benefit from social security programmes, to organise self-help groups. To have access to agricultural credit and loans and to enjoy adequate living conditions. Article 15 provides that states parties shall accord to women equality with men before the law. Article 16 of the convention provides that the right to enter into marriage, the same rights during marriage, the same rights and responsibilities as parents, the same rights on the number and spacing of their children, the same rights regarding the guardianship, wardship, trusteeship and adoption of children, the same rights as the husband and wife shall be ensured by the states parties. The three conferences held during the UN sponsored international women’s decade in between 1976 to 1985. The first conference was held in Mexico city in 1975, the second in Copenhagan in the year 1980 and the third was held in 1985 in Nairobi. The fourth world conference on women was held in Beijing in 1995. These conferences greatly enhanced international awareness of the concerns of women and provided the platform for invaluable links between the national women’s movements and the international community. The United Nations General Assembly in 2000 convened a special session on women. The motive of this session was for gender equaity, development and peace for the twenty-first century. It is also known as Beijing + 5 because it marked the fifth anniversary of the United Nations Fourth World Conference on Women, held in Beijing. The conference was attended by delegates from 189 governments and 2,600 non- governmental organizations, while more than 30,000 women and men attended the parallel NGO forum. One hundred eighty-nine countries endorsed the Beijing platform for action, which calls upon governments to take action in 12 critical areas of concern. Those areas are; women and poverty; education and training of women; women and health; violence against women; women and armed conflict; women and the economy; women in power and decision making; institutional mechanisms for the advancement of women; human rights of women; women and the media; women and the environment; and the girl child. Beijing+ 10 was held in Geneva on 14-15 December 2004 at Geneva. The effective implementation of the goals and objectives of the Beijing वर्ष 5, अकं 60, अप्रैल 2020 ISSN: 2454-2725 Vol. 5, Issue 60, April 2020 83

Jankriti tu—fr Multidisciplinary International Magazine बह-ू ववर्यी अंतराराष्ट्रीय पविका ISSN: 2454-2725, Impact Factor: GIF 1.888 www.jankritipatrika.com ISSN: 2454-2725, Impact Factor: GIF 1.888 Volume 5, Issue 60, April 2020 www.jankritipatrika.com वर्ष 5, अंक 60, अप्रलै 2020 Declaration and platform for action and the outcome of the twenty-third special session of the general assembly was reiterated by the 2005 world summit outcome. The summit resolved to promote gender equality and eliminate pervasive gender discrimination. UN Women Justice Report UN Women’s 2011 Report focuses on women’s access to justice in every country around the world. The report looks at how many women hold seats in parliaments around the world? Which countries have laws against domestic violence, including marital rape? The flagship report of the UN's newest agency – UN Women – published on Wednesday, takes a close look at women's legal rights around the world. The 2011 Progress of the World's Women: In Pursuit of Justice report is a global survey of women's access to justice – looking both at legislation passed by governments and the steps taken (or not taken) to implement those laws. The \"paradox\" confronted by the report is that despite the recent and rapid expansion of women's legal entitlements, what is written in the statute books does not always translate into real progress on equality and justice on the ground. The report looks at which countries have passed special legislation on women's political rights and economic opportunities and on women's reproductive health and rights. It looks at which countries have laws against domestic violence, sexual harassment and marital rape. It catalogues data on development indicators related to women, and looks country-by-country at women's participation in politics. Some highlights from the report: • 139 Constitutions guarantee gender equality, 117 countries have equal pay laws, and 115 countries guarantee women's equal property rights • globally, 53% of working women are in vulnerable employment and women are paid up to 30% less than men in some countries • 125 countries outlaw domestic violence, but 127 countries do not explicitly criminalize rape within marriage • around the world, 603 million women live in countries where domestic violence is not considered a crime and more than 2.6 billion live in countries where marital rape is not a criminal offence • 61 countries severely restrict women's rights to abortion • 50 countries have a lower legal age of marriage for women than for men • Rwanda has the highest share of women in parliament (51%), followed by Sweden (45%). In the UK, only 21% of parliamentarians are women, and in the US that figure is down to 17% • the first woman elected to parliament was in Finland, in 1907 The year 2018-19 has been declared as a year of reform and renewal by the United Nations. According to the UN Annual Report: “.... around the world, over 2.5 billion women and girls suffer the consequences of discriminatory laws and gaps in legal protections. Our new strategy on equality in the law seeks to fast track the repeal of discriminatory laws in 100 countries by 2023.” वर्ष 5, अकं 60, अप्रैल 2020 ISSN: 2454-2725 Vol. 5, Issue 60, April 2020 84

Jankriti tu—fr Multidisciplinary International Magazine बह-ू ववर्यी अतं राराष्ट्रीय पविका ISSN: 2454-2725, Impact Factor: GIF 1.888 www.jankritipatrika.com ISSN: 2454-2725, Impact Factor: GIF 1.888 Volume 5, Issue 60, April 2020 www.jankritipatrika.com वर्ष 5, अंक 60, अप्रलै 2020 UN Millennium Development Goals and Women Human Rights The United Nations is now focusing its global development work on the recently-developed 17 Sustainable Development Goals (SDGs). Women have a critical role to play in all of the SDGs, with many targets specifically recognizing women’s equality and empowerment as both the objective, and as part of the solution. Goal 5, to \"Achieve gender equality and empower all women and girls\" is known as the stand-alone gender goal, because it is dedicated to achieving these ends. Deep legal and legislative changes are needed to ensure women’s rights around the world. While a record 143 countries guaranteed equality between men and women in their Constitutions by 2014, another 52 had not taken this step. The UN Millennium Development Goals set specific targets to reduce poverty, including targets for increased gender equality in education, work, and representation. UN Women found that progress was uneven. Globally, more women are now in school and work. Yet girls are still more likely than boys to be out of school (particularly at the secondary level). And although the number of women in elected office has risen, they are still only 21.8 percent of parliamentarians. What’s more, women’s rights remain at risk in many areas not addressed in the millennium goals – from violence against women to sexual and reproductive rights. And women who are already marginalized because of their race, caste, sexuality, income, or location see the fewest gains of all. International women’s day is observed annually on 8 March by many countries around the world. Women are recognized for their achievements without regard to divisions, whether national, ethnic, linguistic, cultural, economic or political. The United Nations General Assembly has designated November 25 as the International Day for the Elimination of Violence Against Women. The premise of the day is to raise awareness of the fact that women around the world are subject to rape, domestic violence and other forms of violence; furthermore, one of the aims of the day is to highlight that the scale and true nature of the issue is often hidden. The aim of this day is to put efforts to prevent and end violence against women at the global, regional and national levels against the sexual violence and rape. Besides International Women’s Day and the International Day for the Elimination of Violence against Women, the UN observes other international days dedicated to raising awareness of different aspects of the struggle for gender equality and women empowerment. On February 6, the International Day of Zero Tolerance to Female Genital Mutilation is observed, February 11 is the International Day of Women and Girls in Science, June 19 is the International Day for the Elimination of Sexual Violence in Conflict, June 23 is International Widows' Day, October 11 is the International Day of the Girl Child and on October 15 the International Day of Rural Women is observed. The 2019 theme for the International Day for the Elimination of Violence Against Women is ‘Orange the World: Generation Equality Stands Against Rape’. Like in previous years, this year's International Day will mark the launch of 16 days of activism that will conclude on 10 December 2019, which is International Human Rights Day. National Persspective वर्ष 5, अकं 60, अप्रैल 2020 ISSN: 2454-2725 Vol. 5, Issue 60, April 2020 85

Jankriti tu—fr Multidisciplinary International Magazine बह-ू ववर्यी अतं राराष्ट्रीय पविका ISSN: 2454-2725, Impact Factor: GIF 1.888 www.jankritipatrika.com ISSN: 2454-2725, Impact Factor: GIF 1.888 Volume 5, Issue 60, April 2020 www.jankritipatrika.com वर्ष 5, अंक 60, अप्रैल 2020 The Indian constitution, in its Part III and Part IV which deals with the fundamental rights and directive principles respectively, makes provisions in accordance with the universal declaration of human rights. It is important that our approach in the constitution is not to follow the western concept of rights but rather to act as a facilitator in promoting and protecting human rights which have been recognized by the whole world and formally codified by the UN covenants concerning the civil, political economic, social and cultural rights. The preamble to the constitution of India can be a prominent example for this. The Indian parliament has succeeded in its efforts to provide for reservation of seats to women in elections to the panchayat and the municipalities. According to article 243D(3), not less than one third, (including the number of seats reserved for women belonging to the Scheduled Castes and the Scheduled Tribes) of the total number of seats to be filled up by direct election in every panchayat, shall be reserved for women and may be allotted by rotation to different constituencies. The same provision is made for the municipalities. Some acts (before and after independence) which have special provisions to safeguard women and their interests include: the Hindu Widow’s Remarriage Act, 1856, child Marriage Restraint Act, 1929, the special marriage act, 1954, The Hindu Marriage Act, 1955, the Hindu Succession Act, 1956 with amendment in 2005, Immoral Traffic Prevention Act, 1956, Hindu Adoption and Living Act,1956, The Maternity Benefit Act,1961 amended in 1995, Dowry Prohibition Act 1961, National Women Commission Act, 1990, Protection of Human Rights Act, 1993 amended in 2000 and 2006, Pre-natal Diagnostic Techniques (regulation and prevention of misuse) Act1994 and Prohibition of Sex Selection Act, 2002. The Beijing declaration and the programme of action had regarded domestic violence as a human right issue and a serious deterrent to development. In order to provide effective protection of the rights of women who are victims of violence of any kind occurring within the family, the Protection of Women from Domestic Violence Act, 2005 was enacted by the Parliament. Government schemes such as Rashriya Mahila Kosh, National Nutrition Policy, Integrated Child Development Scheme, Indira Mahila Yojna, Reproductive and Child Health Scheme and some national policies like The National Policy for Empowerment of Women, A National Resource Centre for Women, Convention on the Elimination of All Forms of Discrimination Against Women, The Commonwealth Plan of Action on Gender and Development are the initiatives which are taken by the governments from time to time. The National Commission for Women is a statutory body for women established in 1992 by Government of India under the provisions of the Indian constitution. It is a statutory body which reviews the constitutional and legal safeguards for women and recommends legislative measures, facilitates redressal of grievances and advises the government on policy making matters affecting women. So far as the position of women in India is concerned, various constitutional provisions, different legislations at the national and state level, decisions given by judiciary, the national democratic policies, the sense of awakening in the certain section of women, the influence of feminist movements, all these have helped to initiate the women’s liberation in India. But still we have miles to go before we can claim that there is gender justice in India. Despite all these efforts to promote the welfare of women, one has to admit that even now women in India are not treated वर्ष 5, अकं 60, अप्रलै 2020 ISSN: 2454-2725 Vol. 5, Issue 60, April 2020 86

Jankriti tu—fr Multidisciplinary International Magazine बह-ू ववर्यी अंतराराष्ट्रीय पविका ISSN: 2454-2725, Impact Factor: GIF 1.888 www.jankritipatrika.com ISSN: 2454-2725, Impact Factor: GIF 1.888 Volume 5, Issue 60, April 2020 www.jankritipatrika.com वर्ष 5, अंक 60, अप्रैल 2020 with dignity. They are neither allowed, nor encouraged to enjoy their basic rights, and they are not accepted by men as equal to them. The pity is that the women themselves have not realized that they are equal to men. In India crimes against women, dowry deaths, honor killings, female infanticide and sex abortion, rapes, insult of modesty, human trafficking and forced prostitution, domestic violence, forced and child marriage, acid throwing, abduction etc., are such crimes which poses stumbling blocks in the path of attaining human rights for women. Challenges United Nations have made various efforts at international level to protect the human rights of women around the world. Many countries have made statutory provisions in their constitutions and also putting efforts through making laws to eliminate all kinds of violence and discrimination against women. Yet millions of women around the world continue to experience discrimination. There are still such laws and policies which prohibit women from equal access to land, property and housing. Economic and social discrimination results in fewer and poorer life choices for them and rendering them vulnerable to trafficking. Gender based violence affects at least 30% of women globally. In spite of providing human rights women are denied their sexual and reproductive health rights. Women human rights activists or defenders are ostracized by their communities and seen as a threat to religion, honour or culture. Women’s crucial role in peace and security is often overlooked. Though they have a number of political rights but they use the rights under the pressure of their family members. Moreover, some groups of women face compounded forms of discrimination due to factors such as age, ethnicity, disability and socio-economic status in addition to their gender. Global Fund for Women exists to support the tireless and courageous efforts of women’s groups who work every day to win rights for women and girls. These groups are working to ensure women can own property, vote, run for office, get paid fair wages, and live free from violence – including domestic violence, sexual assault, and harmful practices such as female genital mutilation. The U.S. administration’s proposed cuts to foreign aid and stringent policies from abortion and refugee resettlement to climate change pose a direct threat to the health, dignity, and well-being of women and girls everywhere. This moment calls for energizing new efforts and focus on strengthening women’s movements to help lead the charge for social change on the most pressing issues of our time. Global Fund for Women is committed to turning these challenges into opportunities for women to assert their leadership, action, and voice. By 2020, Global Fund for Women will ensure that movements for women’s rights are powerful, influential, and achieving lasting gains. Conclusion Protection and maintenance of human rights is a fundamental duty of every government. International organizations such as United Nations, International Human Rights Commissions, Regional Organizations, National governments at domestic level, Non-government organizations etc., can play a vital role in ensuring the implementation of human rights for women. The वर्ष 5, अकं 60, अप्रलै 2020 ISSN: 2454-2725 Vol. 5, Issue 60, April 2020 87

Jankriti tu—fr Multidisciplinary International Magazine बह-ू ववर्यी अतं राराष्ट्रीय पविका ISSN: 2454-2725, Impact Factor: GIF 1.888 www.jankritipatrika.com ISSN: 2454-2725, Impact Factor: GIF 1.888 Volume 5, Issue 60, April 2020 www.jankritipatrika.com वर्ष 5, अंक 60, अप्रैल 2020 democratic countries must stand together and take necessary and even coercive actions to see that these fundamental human rights are adhered to by people, organizations and countries all over the world. The efforts done till now though have bettered the position of women however we have not reached the stage of fully protecting the rights. Women, on their part have been struggling through various organizations and movements to liberate themselves from the clutches of the male dominated changing environment. Women and girls represent half of the world’s population and, therefore, also half of its potential. Gender equality, besides being a fundamental human right, is essential to achieve peaceful societies, with full human potential and Sustainable development. Moreover, it has been shown that by empowering women the range of productivity and economic growth always gets impetus. Unfortunately, there is still a long way to go to achieve full equality of rights and opportunities between men and women. Therefore, it is of paramount importance to end the multiple forms of gender violence and secure equal access to quality education and health, economic resources and participation in political life for both women and girls and men and boys. It is also essential to achieve equal opportunities in access to employment and to positions of leadership and decision- making at all levels. Only when women and girls have full access to their rights from equal pay and land ownership rights to sexual rights, freedom from violence, access to education, and maternal health rights, there will be true equality. Only when women will take part in leadership and peacemaking roles and have an equal political voice, the economies and countries will be transformed. And only then all women and girls will have the right to self-determination they are entitled to. References ➢ Rolv Ryssdal, Introduction in Kathleen E. Mahoney and Paul Mahoney (ed.), “Human Rights in the Twenty First Century: A Global Challenge” (Martinus Nijhoff Publishers, Dordrecht: 1993), p.3. ➢ Vienna Declaration and Programme Action (World Conference on Human Rights, Vienna); Preamble Clause 2. ➢ Bajwa G.S., “Human Right in India; Implementation and Violations”, Anmol Publications, New Delhi, 1995. ➢ Agnes, Flavia, “Women and Law in India”, Oxford University Press,2004. ➢ Brownli,Iran, “Basic Documents on Human Rights”, Oxford University Press, 1971. ➢ United Nations World Conference on Human Rights,1993. वर्ष 5, अकं 60, अप्रलै 2020 ISSN: 2454-2725 Vol. 5, Issue 60, April 2020 88

Jankriti tu—fr Multidisciplinary International Magazine बह-ू ववर्यी अंतराराष्ट्रीय पविका ISSN: 2454-2725, Impact Factor: GIF 1.888 www.jankritipatrika.com ISSN: 2454-2725, Impact Factor: GIF 1.888 Volume 5, Issue 60, April 2020 www.jankritipatrika.com वर्ष 5, अकं 60, अप्रैल 2020 ➢ United Nations Women Justice Report 2018-19. ➢ Council of Europe, The Istanbul Convention and the CEDAW Framework: A comparison of measures to prevent and combat violence against women. ➢ The European Court of Human Rights’ case law factsheets on Violence against Women and Reproductive Rights (2014). ➢ ILO, ABC of Women Workers’ Rights and Gender Equality ➢ OHCHR Prevent, Combat, Protect: Human Trafficking (2011). ➢ OHCHR and WHO, Factsheet 31: Right to Health (2008). वर्ष 5, अकं 60, अप्रलै 2020 ISSN: 2454-2725 Vol. 5, Issue 60, April 2020 89

Jankriti tu—fr Multidisciplinary International Magazine बह-ू ववर्यी अतं राराष्ट्रीय पविका ISSN: 2454-2725, Impact Factor: GIF 1.888 www.jankritipatrika.com ISSN: 2454-2725, Impact Factor: GIF 1.888 Volume 5, Issue 60, April 2020 www.jankritipatrika.com वर्ष 5, अंक 60, अप्रैल 2020 MkW- ;k;koj* ds xhrksa esa lkekftd lEosnuk *>hy vucq>h I;kl dh ds fo'ks\"k lanHkZ eas MkW- fufru lsBh lh&231] 'kkgnkuk dkWykus h cjsyh ¼243005½ eks- 9027422306 MkW- jkelusgh yky 'kekZ ;k;koj* dh uoxhr d`fr *>hy vucq>h I;kl dh* vius ipiu xhrksa eas lelkef;d cks/k] lkekftd dÙkZO;] =Lr ekuo dh ihMk+ vkSj fof'k\"V ekuoh; igyqvksa dks leVs s gSA lkekftd lanHkksZ dks n`f\"Vxr j[krs gq, izLrqr df` r ekuo ds thou eas O;kid ?kqliSB gSA ,d ,ls h ?kqliSB] tks miyC/k O;oLFkk eas gh nX/k ân; dks vkjke nsuk pkgrh gS] lfg\".kqrk c<+kuk pkgrh gS] vius ekuo gksus ds mRrjnkf;Roksa dks fuHkkus dk oknk yus k pkgrh gSA tks ckr viuh dqaMfy;k] nksgk]sa vkys[kksa esa MkW- *;k;koj dgrs gSa] vkSj vf/kd iz[kjrk ds lkFk os vius uoxhrkas eas ikBd ds le{k ykrs gSaA df` r dk igyk gh xhr ,d eaxy izkFkZuk gS ftlesa *loZs HkoUrq lfq [ku%* dh ikou vUrxZawt gSA eaxye~& eaxye~ loZnk eaxye~ Dys'k daqBk xy]s fnR;rk fur Qys izk.k dks fnO; vk'kh\"k dk fQj feys lEcye~& lEcye~ 'kgjksa ds cnyko dqN ,sls gq, gSa fd vkneh dk fny Hkh ØadhV lk cu x;k gSA c<r+ s mnkjhdj.k vkSj vkS|ksfxdhdj.k dh Hkkoukvksa us ekuo eu dh Hkkoukvksa dks Hk;kØkar lk dj fn;k gSA rHkh dfo fy[krk gS& nkSM+ va/kh y{; vks>y lk¡l Qwyh nuqtrk g¡lrh euqtrk jkg Hkwyh gknls fgalk /kekds :nu vk¡lw वर्ष 5, अकं 60, अप्रलै 2020 ISSN: 2454-2725 Vol. 5, Issue 60, April 2020 90

Jankriti tu—fr Multidisciplinary International Magazine बह-ू ववर्यी अंतराराष्ट्रीय पविका ISSN: 2454-2725, Impact Factor: GIF 1.888 www.jankritipatrika.com ISSN: 2454-2725, Impact Factor: GIF 1.888 Volume 5, Issue 60, April 2020 www.jankritipatrika.com वर्ष 5, अंक 60, अप्रैल 2020 <w¡<rs buesa deh D;k ckoys gks bl 'kgj eas <¡w<rs gks vkneh D;k ckoys gks bl 'kgj eas ;gh ckr *ikxy gks D;k** xhr esa izdkjkarj ls vkbZ gSA lelkef;d ;qxcks/k dh ekfeZd i¡fDr;k¡ cu x;h gSa& jkscksVksa dh bl nqfu;k eas izes dFkk;sa ikxy gks D;k dEI;wVj] fÝt] dkj] dksfB;k¡] udyh g¡lh mnklh lPph tke] tquwu] cksfj;r] dk¡Qh] iDdk LokFkZ] nksLrh dPph [kkst jgs gks] Qkxqu dh ckrwu gok;s]a ikxy gks D;kA dfo us vUrfoZjks/kksa ds ek/;e ls 'kkfs ’kr tu dh nhu&ghu n'kk n'kkZbZ gAS ;gk¡ pfj=kadu esa dfo dks fo'ks\"k lQyrk feyh gSA ;xq ks&a ;qxksa ls ihfM+r turk dh leL;kvksa dks tc ;k;koj th 'kCnkf;r djrs gSa] dgha&dgha ;s ihM+k;sa viuh yxus yxrh gSaA ;s ifa Dr;k¡ nsf[k;s& gkj&[ksr dk dke dfBu pVlkj ugha n[s kh diM+kas ds ir>M+ us dHkh cgkj ugha n[s kh tSls jk[ks jke i<+k gS ikB lcjw h dk vaxkjksa eas iyk&<yk ;kSou vaxwjh dk blh izdkj ds Hkko *fcd tk fcd tk jkef[kykou* esa Hkh jkef[kykou ds izrhd pfj= ls dfo us cnyrs le; dh ckr dgh gSA O;kikj dk lR; [kksyus eas MkW- ;k;koj ekfgj gSa& ?kksMk+ ikuhnkj fcdsxk exj vkneh fcds fuifu;k¡ nks dkSM+h eas vkB [kjhnsxk dgrk if'pe dk cfu;k fcd tk fcd tk jke f[kykou fnu jkr [kVus jgus dk izØe vkSj ijkØe *crfl;k* Hkh djrh gS& Fkduk tkus dgk¡ crfl;k fQjrh jgs pDdjf?kUuh lh वर्ष 5, अकं 60, अप्रलै 2020 ISSN: 2454-2725 Vol. 5, Issue 60, April 2020 91

Jankriti tu—fr Multidisciplinary International Magazine बह-ू ववर्यी अंतराराष्ट्रीय पविका ISSN: 2454-2725, Impact Factor: GIF 1.888 www.jankritipatrika.com ISSN: 2454-2725, Impact Factor: GIF 1.888 Volume 5, Issue 60, April 2020 www.jankritipatrika.com वर्ष 5, अंक 60, अप्रलै 2020 pkdS k pwYgk gkj [ksr [kfygku xg` LFkh lcdks lk/ks m/kkj dh ftn+a xh Hkh vkt dk cgqr cM+k lp gSA u tkus fdrus yksx dsoy bl vkl ij th jgs gaS fd dHkh rks muds Hkh vPNs fnu vk;axs sA lRrk/kkjh cktksa ds iatksa eas Qla dj lius lk¡ls rksM+ jgs gSa] vk'kk;sa ej jgh gaSA *>hy vucq>h I;kl dh* ds dbZ lkjs uoxhr bl ckr dh vkuqHkwfrd Å\"ek j[krs gSaA *;qok lius gSa gkjs* dh iafDr;k¡ nz\"VO; gSa& gkj x;h ftanxh ;qok lius gSa gkjs ;s fodkl ds okns] ;s [kq'kgkyh dk Hkze ckthxjh vk¡dM+ksa dh] Qgjkrs ijpe e`x ejhfpdk flQZ ekSr ds gSa gjdkjs O;oLFkk dk f'kdkj dgsa ;k vO;oLFkk dh f'kdk;r] j{kd gh Hk{kd cus gSa& ljdkjh thiksa us dqpyh eMs +ksa dh Nkrh y[kuÅ ls fnYyh rd nkSM+h jktk dh ikrh jLlh ck¡/k xys eas yVdk cjxn ij >xMw d`fr dk ,d fof'k\"V xhr gS *x+ty+ fcpkjh*A izLrqr uoxhr HkqDr o HkksDrk dk lEca/k n'kkZrk gSA ,ls k lEca/k tks i.w kZr;k cukoVh gS] ok;oh; gS] ;FkkFkZ ls ijs gSA dfo dh izrhdksa esa ckr dgus dh dyk iz'kaluh; gS& mLrknksa ds gkFkksa gkjh rM+i jgh gS xt+ +y fcpkjh xqy] xqy'ku] xqycnu fn[kk;s fQj yds j eS[kkus vk;s lkdh ls iSekuk ik;k] yds j igq¡ph egy&vVkjh xt+ +r dkfeuh dh fpark dks fof”k\"V :iksa esa vfHkO;Dr fd;k x;k gSA uoxhr bUgha vFkksZ esa uoxhr gS fd mlesa *loZtukfgrk;* dh eaxyHkkouk Hkh gksA lkekU; tu dh i{k/kjrk vkSj lkekftd lEosnuk] nksuksa gh xq.k dfo *;k;koj* vkSj muds uoxhrksa dk ewy mRl gaSA *'ks\"k dq'ky gSa]* g¡l ikvksa rks g¡l yks lkFkh* fpaxkjh cks x;h nkfeuh* tlS s वर्ष 5, अकं 60, अप्रैल 2020 ISSN: 2454-2725 Vol. 5, Issue 60, April 2020 92

Jankriti tu—fr Multidisciplinary International Magazine बह-ू ववर्यी अतं राराष्ट्रीय पविका ISSN: 2454-2725, Impact Factor: GIF 1.888 www.jankritipatrika.com ISSN: 2454-2725, Impact Factor: GIF 1.888 Volume 5, Issue 60, April 2020 www.jankritipatrika.com वर्ष 5, अंक 60, अप्रैल 2020 uoxhrksa esa vki ;g ckr lizek.k izkIr dj ldrs gSaA dfo tupsruk dk vkºoku Hkh djrk gS vkSj 'kks’kd oxZ dks psrkouh Hkh nsrk gS& gs fxjfxV ds uo vorkjkas] lRrk ds jxa hu fl;kjksa lko/kku gks tkx x;h gS tu&x.k&eu dh Ø)q ckf?kuh dfo dh psrkouh bu 'kCnksa esa Hkh nz’VO; gS& ik\"kk.kksa ls Vdjk;]s gj ckj bjkns gSa ekr [kk x;s ckn'kkg] oSls ge I;kns gSa >qdk fy;s os ioZr] tks xq:j esa ,asBs gSa *uj ls ukjk;.kh* cuus dk Hkko O;f\"V ls lef\"V rd dks lk/kus dh fparuk gSaA yksd dh fpark djrs&djrs dfo dh n`f\"V esa czºe dk Hkko vkrk gSA ,d izdkj ls *eeSoka'kksthoyksd*s dk xhrkokD; ;gk¡ vk[;kf;r gqvk gS& }kj&}kj vYiuk jph gS dqN nhiksa esa T;ksfr cPkh gS [kkstks ejs h Hkkxhnkjh dfo dh ;g viuh fof'k\"V n`f\"V g]S ekuoh; lRrk ds ifjiz{s ; eas ijelRrk dh LFkkiuk dks ns[kus dhA xhrk dk vej opu* dky% dy;rkege~* ¼v/;k; 10@30½ tSls 'kCnkf;r gksdj bl uoxhr esa vk x;k gS& xhr&iq:\"k dk Lo.kZ oy; gw¡ fe=! eq>s igpku le; gw¡ ejs h fdj.kksa ls izfrfcfEcr ;s jfo] 'kf'k] u{k=&gqrk'ku /kjk] xxu] czºek.M] iou ;s eq>ls ek¡x jgs vuq'kklu vdyq’k gw¡ vHk|s vfouk'kh vtj] vej] lonZ k vHk; gw¡A वर्ष 5, अकं 60, अप्रलै 2020 ISSN: 2454-2725 Vol. 5, Issue 60, April 2020 93

Jankriti tu—fr Multidisciplinary International Magazine बह-ू ववर्यी अतं राराष्ट्रीय पविका ISSN: 2454-2725, Impact Factor: GIF 1.888 www.jankritipatrika.com ISSN: 2454-2725, Impact Factor: GIF 1.888 Volume 5, Issue 60, April 2020 www.jankritipatrika.com वर्ष 5, अकं 60, अप्रैल 2020 oS'ohdj.k dh pdkpkS/a k us tks ydnd fn[kkbZ gS] turk mlh dh nhokuh gks xbZ gSA fodkl dh jkgksa eas pyus dh vkdk¡{kk fy;s O;fDr ij *lkou* ds v¡/ks dks gjk gh gjk nh[krk gS* okyh dgkor lp cSBrh gAS exj Hkkys h Hkkyh turk dks bldh D;k dher pqdkuh iM+sxh] bldks dksbZ fglkc fdrkc ughaA dfo dh dye bl ckr dks dSls fyfic) djrh gS] nsf[k;s& pkaS/kk ekjs ped&ned ;s liuksa dh yfM+;k¡ lth&/kth eaMh vk¡[kksa ls NwVs Qqy>fM;k¡ lfr;k] jaxksyh rqylh pkSjs dk nke yxk vius jeqvk dks ysxa s viuk njcku yxk lkspks] ixM+h cps ks cl] fQj le>ks okjs U;kjs gSa ckck! vius dPps vk¡xu oS'ohdj.k i/kkjs gSa MkW- ;k;koj fcEcksa dk iz;ksx djus eas Hkh vR;ar dq'ky gaSA lelkef;d ckrksa dks fcEckRed :i eas izLrqr djus esa vki cstksM+ gSaA ,sls vusd mnkgj.k vkids uoxhrksa esa izkIr gksrs gSaA dqN ,sls iz;kxs nz\"VO; gSa& tkxxsa s dqN tkxj.k xhr lks;sxa s fgalk ?k`.kk }s\"k gks vHk;] g¡lsa eaxy?kV] LofLrd dks Hk; dk ugha y's k ns[ksxk laor u;k fd tu&eu fQj ls lcy leFkZ gvq k lkFk&lkFk feydj ge rqeus miou eas xqykc cks;s Fks lk>s lius ns[k&ns[kdj ihiy ds uhps lks;s Fks nwj djsa ir>M+ dk ikrd fQj ls x/a k lqeu gksrs gaS jkst&jkst dh ;gh dgkuh dgrh gSa Nr ls nhokjs वर्ष 5, अकं 60, अप्रैल 2020 ISSN: 2454-2725 Vol. 5, Issue 60, April 2020 94

Jankriti tu—fr Multidisciplinary International Magazine बह-ू ववर्यी अतं राराष्ट्रीय पविका ISSN: 2454-2725, Impact Factor: GIF 1.888 www.jankritipatrika.com ISSN: 2454-2725, Impact Factor: GIF 1.888 Volume 5, Issue 60, April 2020 www.jankritipatrika.com वर्ष 5, अकं 60, अप्रैल 2020 FkksMs+ ls lq[k T;knk nq[k gSa ij ;s egkuxj dh ekjsa ik¡o nckrk ?k¡w?kV xk;c ij vk'kh’k ogh vEek&lh fxjrs fj'rksa o ekuoh; ewY;ksa dks ns[kdj dfo O;fFkr gAS mldh O;Fkk dgha dgha izrhdkRed 'kSyh eas viuh ckr j[krh gSA *vkneh us c?ku[kk iguk* uoxhr esa fuEu izrhdkRed 'kSyh nsf[k;s& lH;rk Hk;Hkhr fgjuh&lh fujra j Hkkxrh gS ckalqjh cna wd ls viuh lqj{kk ekaxrh gS fdruh lelkekf;d i¡fDr;k¡ gS ;s! fgju] ckaljq h] candw tSls izrhdksa ds iz;kxs ls dfo us vkt dh lPph ckr dg nh gSA blh Øe esa *l/kh nqukyh* uoxhr Hkh izrhd 'kSyh esa gh cgqr dqN le>krk gS& pqi gS ysfdu cksy iMs+xh eqf[k;k th dh l/kh nuq kyh ;gk¡ *nqukyh* dk iz;ksx cgqr ekjd cu iM+k gSA nqukyh gS rHkh mldh nks&nks pkVs s gSaA Hkksyh Hkkyh turk dks Hkh nksuksa gh vksj ls pksV igq¡pk;h tkrh gAS Hk{kd ds lkFk&lkFk j{kd Hkh tkuysok cus cSBs gSaA *>hy vuqcq>h I;kl dh* 'kh\"kZd Hkh /;kukdf’krZ djrk gSA cps kjh turk tks vius okVs nds j ekuuh;ksa dks in&izfr\"Bk fnykrh gS] ogh turk 'kksf’kr& ofa pr&daqfBr&foxfyr& 'kkfir gks tkrh gSA le; ds lkFk&lkFk turk ds vk¡lqvksa dh >hy Hkh lw[k lh tkrh gS vkSj jg tkrh gS cl I;kl vkSj dsoy I;klA lkj:Ik esa ;g ckr dgh tk ldrh gS fd MkW- ;k;koj ds ;s uoxhr lelkef;drk dk ni.Z k gSa ftuesa ut+j vkrs gSa O;Fkk&nnZ&”kks’k.k&ihMk+ &la=kl vkSj fllfd;k¡A वर्ष 5, अकं 60, अप्रलै 2020 ISSN: 2454-2725 Vol. 5, Issue 60, April 2020 95

Jankriti tu—fr Multidisciplinary International Magazine बह-ू ववर्यी अतं राराष्ट्रीय पविका ISSN: 2454-2725, Impact Factor: GIF 1.888 www.jankritipatrika.com ISSN: 2454-2725, Impact Factor: GIF 1.888 Volume 5, Issue 60, April 2020 www.jankritipatrika.com वर्ष 5, अंक 60, अप्रैल 2020 िमकालीन वहन्दी ग़ज़ल में िामावजक चेतना डॉ. पनू म दवे ी िहायक प्रोफे िर (वशक्षा शास्त्र) द्रोणाचायष वशक्षा स्नात्तकोतर महाववद्यालय रैत, काँगड़ा (वहमाचल प्रदशे ) ईमले : [email protected] शोध िाराशं ग़ज़ल िवदयों िे प्रमे पणू ष भावों की अवभव्यवक्त का माध्यम रही है । ग़ज़ल का शावब्दक अथष होता है – ‘प्रवे मका िे वाताषलाप करना’ तथा उिके रंग-रूप व हावभाव का वणषन करना । ग़ज़ल ववधा अरबी िे फारिी में आई । फ़ारिी में आकर ग़ज़ल का इश्के -मजाज़ी रूप (लौवकक प्रेम) इश्के -हक़ीक़ी (आध्यावत्मक प्रेम) मंे बदल गया । फ़ारिी िे होते हएु ग़ज़ल उदषू काव्य मंे प्रवेश करती है । उदषू जानने वाले ग़ज़लकारों द्वारा इिे पररष्ट्कृ त कर पनु ः इश्के -मजाज़ी का रूप वदया जाने लगा । उदषू काव्य िे ग़ज़ल वहन्दी में आई और वफर इिने अपना कथ्य पररवशे के अनरु ूप बदला । वतषमान िमय में ग़ज़ल की िीमाओं का काफ़ी ववस्तार हआु है और वह अपने परंपरागत जवर्ल बधं नों िे आजाद होकर वजंदगी के ठोि धरातल िे जड़ु ने मंे बहतु हद तक कामयाब रही है । ग़ज़ल ने िामावजक कु रीवतयों, अन्याय एवं अत्याचार के प्रवतरोध में स्वर प्रबल वकया है । वहन्दी ग़ज़ल मंे यह िामावजक चते ना ववववध िामावजक मूल्यों के माध्यम िे अवभव्यक्त हुई है । िामावजक चेतना को वहन्दी ग़ज़ल का प्राण माना जा िकता है । प्रस्ततु शोध आलेख िमकालीन वहन्दी ग़ज़ल मंे िामावजक चेतना के ववववध पक्षों को दखे ने का प्रयाि करता है । बीज शब्द : िमकालीन, वहन्दी ग़ज़ल, िामावजक चेतना, िामावजक बोध, िमिामवयक ववमश,ष महानगरीय बोध शोध ववस्तार : ग़ज़ल का शावब्दक अथष होता है –‘प्रवे मका िे वाताषलाप करना’ तथा उनके रंग-रूप व हावभाव का वणषन करना । ग़ज़ल उदषू काव्य की प्रमखु ववधा मानी जाती रही है । ग़ज़ल का स्वरूप काव्य की अन्य ववधाओं िे अलग वववशष्टता ग्रहण वकये हएु है । माि भार्ा या भाव के द्वारा ग़ज़ल के रूप को जानना िम्भव नहीं । ग़ज़ल का वववशष्ट स्वरूप एवं िंरचना उिे पथृ क पहचान प्रदान करते हंै । ग़ज़ल के शे’र की दो पवं क्तयों में अनभु वू त की ववशालता ववद्यमान होती है । अरबी-फ़ारिी िावहत्य िे होती हईु ग़ज़ल उदषू काव्य के क्षेि में आकर लोकवप्रयता अवजषत करती है वर्ष 5, अकं 60, अप्रलै 2020 ISSN: 2454-2725 Vol. 5, Issue 60, April 2020 96

Jankriti tu—fr Multidisciplinary International Magazine बह-ू ववर्यी अतं राराष्ट्रीय पविका ISSN: 2454-2725, Impact Factor: GIF 1.888 www.jankritipatrika.com ISSN: 2454-2725, Impact Factor: GIF 1.888 Volume 5, Issue 60, April 2020 www.jankritipatrika.com वर्ष 5, अकं 60, अप्रलै 2020 । उदषू काव्य की आरवम्भक ग़ज़लों के बाद परवती ग़ज़लकारों ने िामावजक िरोकार के िन्दभष मंे ग़ज़लें कहीं । वमज़ाष ग़ावलब ने अपने जीवन के दःु ख-तकलीफ़ों को व्यक्त करने के वलए ग़ज़ल जिै ी प्रेमपरक ववधा का चनु ाव वकया । यही नहीं उन्होंने िामावजक कु रीवतयों को ग़ज़ल के माध्यम िे व्यक्त वकया । उदषू िे होते हएु ग़ज़ल जब वहन्दी काव्य की िरजमीं पर कदम रखती है तो इिके कलेवर और पहुचँ मंे ओर अवधक िमवृ द्ध होती है । वहन्दी ग़ज़ल ने ग़ज़ल की आधारभतू ववशेर्ताओं को स्वयं मंे िमावहत करने के िाथ-िाथ वहन्दी कववता के गणु ों को भी आत्मिात वकया है । फलस्वरूप वहन्दी ग़ज़ल दोहरी भवू मका वनभाती है । वहन्दी ग़ज़ल माि प्रेम की बात नहीं करती बवल्क अपने आि-पाि घवर्त होने वाली घर्नाओं एवं िामावजक िरोकारों िे भी उिका िम्बन्ध है । िमकालीन वहन्दी ग़ज़ल की यही ववशेर्ता उिे अन्य काव्य ववधाओं िे अलग करती है । वहन्दी के काव्यक्षेि में ग़ज़ल जब प्रवशे करती है तो इिमें जनिामान्य के िामावजक िरोकारों िे जड़ु ने की प्रववृ त्त अवधक प्रभावी वदखाई दते ी है । यही िामावजक िरोकार िामावजक चते ना का एक अंग हंै । स्वतिं तापवू ष यगु मंे िामावजक चते ना िोयी हईु भारतीय जनता को जागतृ कर उनमंे दशे प्रेम एवं जातीय जीवन तथा चेतना को उजागर करने िे िम्बवन्धत थी । दषु्ट्यन्त के िमय यह िामावजक चते ना अवधक ववस्ततृ होकर िमाज के वववभन्न क्षिे ों मंे व्याप्त कु रीवतयों और ववशेर्कर राजनीवत के क्षेि में व्याप्त अराजकता को दशानष े मंे प्रयकु ्त हईु । स्वतिं ता प्रावप्त के बाद का यगु नए पररवतषनों और िमस्याओं के िाथ िामने आया । इिमें आम व्यवक्त की पहचान गमु -िी होती वदखाई दने े लगी । दषु्ट्यन्त के पश्चात् वहन्दी ग़ज़ल में यह िामावजक चते ना अवधक ववस्ततृ होकर ववववध िामावजक िरोकारों और ववमशों को आत्मिात करती है । स्वतंिता प्रावप्त के पश्चात् ज्ञान-ववज्ञान के क्षेि मंे नवीन क्रांवत एवं प्रगवत हुई तथा मनषु्ट्य मंे अवधक यथाथवष ादी दृवष्टकोण ववकवित हआु । ववज्ञान की तरक्की ने जीवन को िरल एवं िहज तो बना वदया, परन्तु मनषु्ट्य को मनोवैज्ञावनक तथा आंतररक रूप िे अनके िमस्याओं ने प्रभाववत करना शरु ू कर वदया । जीवन में यांविकता, एकाकीपन, वहिं ापरकता, महानगरीय जीवन की िमस्याए,ँ महगं ाई, व्यवक्तवादी कु ण्ठाएँ, पलायन प्रववृ त्त तथा बेकारी जिै ी िामावजक पररवस्थवतयाँ ववर्म-िे-ववर्म होती गई ं। इन िमस्याओं तथा पररवतषनों ने िमाज, राजनीवत, धमष तथा जीवन के वववभन्न क्षेिों को प्रभाववत वकया । अतः इन पररवतषनों का प्रभाव वहन्दी ग़ज़ल पर पड़ना स्वाभाववक ही था । वहन्दी ग़ज़ल में इन िमस्त िामावजक िरोकारों को िामावजक चेतना के रूप मंे अवभव्यवक्त प्राप्त हईु । मानवीय एवं िामावजक िम्बन्धों मंे पररवतषन, महानगरीय जीवन एवं उििे उत्पन्न मनोवैज्ञावनक एवं अन्य िमस्याएँ, िमाज के उपवे क्षत एवं शोवर्त वगष का वचिण आवद िामावजक चेतना के महत्त्वपणू ष घर्क हैं । वहन्दी ग़ज़ल मंे उपरोक्त घर्कों के माध्यम िे िामावजक वविगं वतयों को प्रदवशषत कर िामावजक चेतना को दशाषया गया है । वर्ष 5, अकं 60, अप्रैल 2020 ISSN: 2454-2725 Vol. 5, Issue 60, April 2020 97

Jankriti tu—fr Multidisciplinary International Magazine बह-ू ववर्यी अंतराराष्ट्रीय पविका ISSN: 2454-2725, Impact Factor: GIF 1.888 www.jankritipatrika.com ISSN: 2454-2725, Impact Factor: GIF 1.888 Volume 5, Issue 60, April 2020 www.jankritipatrika.com िामावजक चते ना का अथष : वर्ष 5, अकं 60, अप्रलै 2020 िावहत्य को िमाज का दपषण कहा गया है । िमाज और िावहत्य का िम्बन्ध अनतं काल िे ही रहा है । िावहत्य मनषु्ट्य के िामावजक िम्बन्धों को ओर भी अवधक िदु ृढ़ बनाने का कायष करता है क्योंवक उिमंे िमस्त मानव–जावत का कल्याण वनवहत रहता है । प्रत्यके रचनाकार अपने िमय के िामावजक िरोकारों िे िम्बद्ध रहता है । िामावजक िरोकार प्रत्यक्ष तथा परोक्ष रूप िे रचनाकार की रचनाओं मंे ववद्यमान रहते हंै । यही िामावजक िरोकार, िामावजक बोध तथा िामावजक मलू ्य िामावजक चते ना का वनमाणष कर इिके अवनवायष तत्त्वों के रूप में कायष करते हैं । िामावजक चेतना के अन्तगतष लोक कल्याण की भावना, िमन्वयवादी दृवष्टकोण, िमाज की वविंगवतयों एवं ववद्रूपताओं पर व्यगं्य, शोर्ण के ववरुद्ध आवाज़ बलु ंद करना, ग़रीबी, भखू मरी, दायरे मंे विमर्ते मानवीय िंबधं , क्षीण होती मानवीय िवं दे नाएं आवद ववववध वबदं ु िवम्मवलत वकए जा िकते हैं । इिके अवतररक्त रीवत–ररवाज़, जीवनशैली, अवतवथ ित्कार, नारी का िम्मान, िामावजक िमस्याए,ँ िामावजक यथाथष आवद ववववध रूप िामावजक चते ना का अवनवायष अंग होते हैं । इि िामावजक चते ना को वहन्दी ग़ज़ल का प्राण माना जा िकता है । िमकालीन वहन्दी ग़ज़ल में यह िामावजक चेतना ववववध िामावजक मलू ्यों के माध्यम िे अवभव्यक्त हुई है । िामावजक मूल्य िमाज िे जड़ु े हएु होते हंै । मनषु्ट्य को िमाज–िम्मत व्यवहार के वलए प्ररे रत करने वाले मलू ्य िामावजक मलू ्यों की श्रणे ी में आते हैं । वस्ततु ः वहन्दी ग़ज़ल ने िमय मंे पररवतषन के िाथ जीवन के अनेक क्षेिों को स्वयं मंे िमावहत वकया है । इि िम्बन्ध मंे डॉ. रोवहताश्व अस्थाना का कथन तकष िगं त है – “वहन्दी–ग़ज़लों मंे कहीं प्रमे के ममसष ्पशी शब्दवचि वमलगें े तो कहीं मन को गदु गदु ाने व कचोर्ने वाले हास्य–व्यंग्यपरक शेर, कहीं राजनीवतक उथल–पथु ल के स्वर होंगे तो कहीं ित्ता एवं पँजू ीपवतयों द्वारा शोवर्त िवषहारा वगष की ममांितक पीड़ा की तीव्रानभु वू त, कहीं जीवन–दशषन को स्पष्ट करने वाले वचतं न–प्रधान तथ्य वमलते हंै तो कही कभी कवव के मानि में उद्भूत िमवष्ट की ओर इवं गत करने वाले व्यवक्तवादी दृवष्टकोण ।”16 ित्य तो यह है वक रचनाकार िमाज मंे हो रही रही वववभन्न प्रकार की वविगं वतयों, अनैवतकता तथा अराजकता का वचिण जब रचना में करता ह,ै तो यह उिकी िामावजक चते ना को दशाषता है । िमकालीन वहन्दी ग़ज़ल मंे िामावजक चेतना को वनम्नांवकत वबन्दओु ं के आधार पर जाना जा िकता है : िन्दभष-िचू ी 16 अस्थाना, रोवहताश्व. (2010). वहंदी–ग़ज़ल : उद्भव और ववकाि. िनु ील िावहत्य िदन. नई वदल्ली. प.ृ 145 वर्ष 5, अकं 60, अप्रलै 2020 ISSN: 2454-2725 Vol. 5, Issue 60, April 2020 98

Jankriti tu—fr Multidisciplinary International Magazine बह-ू ववर्यी अतं राराष्ट्रीय पविका ISSN: 2454-2725, Impact Factor: GIF 1.888 www.jankritipatrika.com ISSN: 2454-2725, Impact Factor: GIF 1.888 Volume 5, Issue 60, April 2020 www.jankritipatrika.com 1. िामावजक चते ना का भौवतक पक्ष : वर्ष 5, अंक 60, अप्रैल 2020 िामावजक चेतना का एक महत्त्वपणू ष पक्ष जीवन शैली है । रहन–िहन के तौर तरीके वकिी भी िमाज का महत्त्वपणू ष अंग होते हैं । जीवन शैली के अन्तगषत व्यवक्त तथा िमाज के िोचने एवं व्यवहार के तरीके भी िवम्मवलत वकए जाते हैं । वहन्दी ग़ज़ल जीवन शलै ी में आए पररवतनष को कु छ इि प्रकार अवभव्यक्त करती है – “िो जाने तक बच्चे तरिे तब लौर्े पापा दफ़्तर िे ।”17 (ववज्ञान व्रत) बाजारवाद का बढ़ रहा प्रभाव मानव जीवन शैली का कड़वा िच है । मनषु्ट्य, िमाज एवं दशे का बाज़ार और उपभोक्तावाद के ववस्तार के प्रवत गजब का आकर्णष दखे ा जा िकता है । उपभोक्तावादी इि िंस्कृ वत मंे मनषु्ट्य बाज़ार का नहीं, बवल्क बाज़ार मनषु्ट्य का उपयोग करता हआु प्रतीत होता है । मानव जीवन के इि ित्य को व्यक्त करता वनम्नांवकत शेर दृष्टव्य है – “हम नहीं खाते हमंे बाज़ार खाता है आज तक अपना यही चीज़ों िे नाता है ।”18(रामकु मार कृ र्क) 2. िामावजक िम्बन्ध : िमाज िे अलग रहकर रचनाकार वकिी प्रकार की रचना नहीं कर िकता है । िमाज की िबिे छोर्ी और महत्वपणू ष इकाई पररवार है । पररवार मंे रहकर व्यवक्त अपने आि–पाि के वातावरण, िमाज एवं दवु नया िे पररचय प्राप्त करता है । पररवार मंे प्रत्येक िम्बन्ध की अपनी वववशष्ट पहचान एवं महत्त्व होता है । िमाज को िमझने मंे यह पाररवाररक िम्बन्ध मनषु्ट्य की िहायता करते हंै । वहन्दी ग़ज़ल िामावजक चेतना के अतं गतष िामावजक एवं पाररवाररक िम्बन्धों की महत्ता को अवभव्यक्त करती है । पररवार मंे वपता के महत्त्व एवं मनोवस्थवत को दशाषते वनम्नावं कत शरे दृष्टव्य हैं – “तक़लीफ़ तो होगी मरे े बच्चों को यकीनन मैं आज वखलौनों की दकु ां बेच रहा हूँ ।”19 (ज्ञानप्रकाश वववेक) “कभी बड़ा िा हाथ ख़चष थे कभी हथेली की िजू न 17 व्रत, ववज्ञान. (2018). बाहर धूप खड़ी ह.ै अयन प्रकाशन. नई वदल्ली. प.ृ 66. 18 विंह. जीवन. (2017). आलोचना की यािा में वहन्दी ग़ज़ल. बोवध प्रकाशन. जयपरु . प.ृ 74 पर उद्धतृ . 19 वववेक, ज्ञानप्रकाश. (2008). गुफ़्तगू अवाम िे ह.ै वाणी प्रकाशन. नयी वदल्ली. प.ृ 26. वर्ष 5, अकं 60, अप्रलै 2020 ISSN: 2454-2725 Vol. 5, Issue 60, April 2020 99

Jankriti tu—fr Multidisciplinary International Magazine बह-ू ववर्यी अंतराराष्ट्रीय पविका ISSN: 2454-2725, Impact Factor: GIF 1.888 www.jankritipatrika.com ISSN: 2454-2725, Impact Factor: GIF 1.888 Volume 5, Issue 60, April 2020 www.jankritipatrika.com वर्ष 5, अंक 60, अप्रलै 2020 मरे े मन का आधा िाहि, आधा डर थे बाबजू ी ।”20 (आलोक श्रीवास्तव) 3. महानगरीय बोध : महानगरीय जीवन में ववश्वाि, वमिता तथा अपनपे न जिै ी मानवीय िवं ेदनाएं प्रायः िमाप्त-िी होती नज़र आती हंै । दिू रों के प्रवत हो रहे अन्याय, अनाचार एवं दरु ाचार के प्रवत वह िंवदे नहीन नज़र आता है – “इि शहर में वो कोई बारात हो या वारदात, अब वकिी भी बात पर खलु ती नहीं हंै वखड़वकयाँ ।”21 (दषु्ट्यन्त कु मार) “आइए आँख मँदू ल,ंे ये नज़ारे अजीब हंै ।”22 (दषु्ट्यन्त कु मार) आजीववका के िाधनों की तलाश एवं बहे तर जीवनयापन के स्वप्न वलए शहरों की ओर पलायन की प्रववृ त्त गाँवों के िमाप्त होने एवं शहरों के वनमाषण एवं उनके बढ़ने में अहम भवू मका वनभा रही है । शहरों मंे मानव जीवन इि प्रकार व्यस्त हो गया है वक मनषु्ट्य जीवन के िही अथष को भूलकर मशीनी होता जा रहा है । मानव मन मंे िंवेदना की अनभु वू त करने के स्तर पर भी पररवतषन आया है । महानगरीय बोध को दशाषते वनम्नावं कत शरे दृष्टव्य हंै – “कु ल शहर बदहवाि है इि तेज़ धपू मंे हर शख्ि वज़न्दा लाश है इि तेज़ धपू में ।”23 (नीरज) “हम इतनी करके महे नत शहर मंे फु र्पाथ पर िोये ये महे नत गाँव में करते तो अपना घर बना लते े ।”24 (कँु अर ‘बेचनै ’) 4. प्रवतरोध का स्वर : 20 शांवडल्य, नरेश (िं.). (2015). जान–ए–ग़ज़ल. अयन प्रकाशन. नई वदल्ली. प.ृ 246. 21 कु मार, दषु्ट्यन्त. (2013) िाये में धूप. राधाकृ ष्ट्ण प्रकाशन प्राइवरे ् वलवमर्ेड. नई वदल्ली. प.ृ 21. 22 कु मार, दषु्ट्यन्त. (2013) िाये मंे धूप. राधाकृ ष्ट्ण प्रकाशन प्राइवेर् वलवमर्ेड. नई वदल्ली. प.ृ 37. 23 ‘नीरज’, गोपालदाि. (2010). नीरज रचनावली :भाग-3. आत्माराम एण्ड िंि. वदल्ली. प.ृ 203. 24 बेचैन. कँु अर. (2006). कोई आवाज़ दते ा ह.ै डायमंड पॉके र् बकु ्ि. नई वदल्ली. प.ृ 27. वर्ष 5, अकं 60, अप्रैल 2020 ISSN: 2454-2725 Vol. 5, Issue 60, April 2020 100