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Group 1 reflection: Tinal, Vaishnavi, Tuhina, Snehalata and Omni

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Group 1 reflection: Tinal, Vaishnavi, Tuhina, Snehalata and Omni

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The two videos are showing the contrast between the two sewer systems. In Paris, dredging boats and sewer systems with iron balls are used in place of people. Whereas, in Mumbai despite the height of toxicities in the sewer men are sent in the manholes to dig out the waste. This is disheartening to watch people being exploited.

1. How will the manholes in the span of five years affect the scavengers in India and Paris?

In India scavengers are working directly in the manholes without gears whereas in Paris people are cleaning sewage with dredge boats and with iron balls in places inaccessible by people. People do not dive inside the sewage, they have aids.

2. What kind of stereotypes are attached to manual scavenging in India?

It is dirty and unhealthy work this means only low caste and poor people to do. Plus, even if it is fatal, there is no consideration for the manual scavengers. In contrast, in Paris sewage system focuses on the health of their workers because they use machinery.

3. How will you as a teacher relate the knowledge and understanding to your pedagogy?

Tinal+Economics= This concept talks about many things like poverty ridden people who are from backward classes with limited employment opportunities. This discriminates them in other job sectors.

There is also loss of productivity due to health issues.

Omni+History= Concept Map on the History of Manual scavenging

Snehalata+ Science= The activity of candle in the manhole is to test the oxygen level. Based on this what are the health implications and what measures can be taken?

Snehalata+ Math= Doing a survey of people who work on manhole daily and prepare graphs and piecharts to have a brief study and research about the issues and problems faced by manual scavengers.

Vaishnavi+Commerce= The teacher can discuss in the class like how the businesses can help the scavenger through the CSR. Also, the ethics should promote fair wages and proper working conditions of the workers. Lastly, equal opportunities in education and work.

Tuhina+English= English knowledge can empower the workers to seek high paying and secured jobs. English can also create wider support network and the workerscan share their stories to seek support for better working conditions.

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Group 3 - Nehal , Salini, Shruti and Pragati 

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Group 3 - Nehal , Salini, Shruti and Pragati 

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We all thought it was very disturbing that we have so much waste age in a day and what all does the people cleaning it has to go through and there are 25 deaths in almost every month. Whereas in Paris there has been automation with effeicenly and it should be brought in India also.

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 Group 4 -Krishna, Pooja, Zalak and Chelsi 

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 Group 4 -Krishna, Pooja, Zalak and Chelsi 

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General reflection:

As a group, watching the videos about sewer work in Mumbai and Paris has been eye-opening. We've been struck by the stark differences in working conditions and the treatment of workers between the two cities. In Mumbai, it's disheartening to see manual scavengers risking their lives in hazardous conditions without proper gear or safety measures. The video highlighted the systemic neglect and societal inequalities that force marginalized individuals into dangerous occupations. It's heartbreaking to hear about the health risks and premature deaths these workers face, and it's clear that urgent action is needed to address these injustices. On the other hand, the portrayal of sewer work in Paris offers a glimmer of hope. Seeing workers equipped with proper gear, navigating cleaner and safer tunnels, and having access to support systems like directions and infrastructure reflects a commitment to worker welfare and safety. It's encouraging to see a city taking steps to protect the dignity and rights of its workers. As a group, these videos have sparked important conversations about social inequalities, worker rights, and the need for systemic change. We are reminded of the importance of advocating for fair treatment and better working conditions for all individuals, regardless of their occupation or background. These videos serve as a call to action for us to work towards creating a more just and equitable society for everyone.

Q1. How will the cleaning the manholes in 5 years will affect the health of Scavengers in India and Paris?

Ans.

It could have a positive impact on the health of Scavengers both in India as well as Paris.

In India, implementing safety measures like providing safety gears and improving working conditions could drastically reduce the health risks. By investing in training programs, equipments, Number of injuries and facilities among the scavengers could decline significantly. Now this could lead to improve overall health outcomes and higher quality of life and gained respect in the society.

Similarly, In Paris, continued investments in maintaining safe working environments, providing comprehensive training programs on safety and enforcing strict safety regulations would further enhance the health and well-being of sewers By prioritizing workers safety and health the incidence of occupational illness injuries and fatalities could be minimized.

Q2. What kind of stereotypes are attached to Manual scavengers in India?

Ans.

Introduction: Manual Scavenging is deep rooted with the social stigma and discrimination against those working in this occupation.

Description:

First stigma is caste based discrimination - historically, manual scavenging is associated with lower caste groups particularly 'Dalits (Approx. 97%) who have been marginalized and discriminated for a long period of time or over centuries. As a result it is stereotyped that manual scavenging is the job meant for Dalits.

Untouchability- Manual Scavengers are considered untouchables by the higher caste due to the nature of their work which involves handling human wastes and this incorporates stereotypes and segregation and separation of manual scavengers i.e. Dalits and higher class from the mainstream society.

It is regarded as dirty and degraded job. It is assumed as this job lacks dignity and worth. This dehumanizes scavengers.

Q3. How will you as a teacher relate the knowledge and understanding derived from the video through your subject specific content?

Ans:

Overall discussion - Guest lecture (suggested by pooja)

Chelsi

As a teacher, I would utilize the knowledge and understanding derived from the videos on sewer work in Mumbai and Paris to enrich English and history subjects through interdisciplinary teaching approaches.

1. English Literature:

Reading Comprehension- I can use excerpts from articles, interviews, or transcripts from the videos as reading passages to improve students' reading comprehension skills. They can analyze the text for main ideas, supporting details, and author's purpose.

Creative Writing- Encourage students to write reflective essays, narratives, or poems inspired by the themes and issues raised in the videos. They can explore topics such as social inequalities, human rights, and the dignity of labor.

Critical Analysis- i can engage students in critical discussions about the portrayal of social issues and marginalized communities in literature. They can compare and contrast the representation of manual scavengers in literary works from different cultures and time periods.

2. History:

Social History- i can help them explore the historical context of manual scavenging in India and its roots in the caste system. We can discuss how social hierarchies and discriminatory practices have perpetuated the exploitation of marginalized groups throughout history.

Industrial Revolution- Compare the development of sewage systems and sanitation practices in Mumbai and Paris with the broader historical context of the Industrial Revolution. Then they can discuss the impact of urbanization, technological advancements, and public health reforms on sanitation infrastructure and labor practices.

Colonialism and Post-Colonialism- i can tell them to examine the legacy of colonialism in shaping social inequalities and labor relations in India and other former colonies. They can discuss how colonial policies and practices continue to influence socio-economic disparities and access to basic services like sanitation.

By integrating the knowledge and understanding gained from the videos into English and history subjects, students can develop critical thinking skills, empathy, and a deeper appreciation for the interconnectedness of literature, history, and contemporary social issues. This interdisciplinary approach fosters holistic learning and encourages students to become informed and compassionate global citizens.

Pooja

To integrate sewage cleaning as an occupation into educational curriculum to foster greater respect,

As a Economic teacher under labour economic:

Field Visits and Experiential Learning: Organize field trips to sewage treatment plants or sanitation facilities where students can observe the work of sewage cleaners and gain a better understanding of the complexities involved. Engaging in hands-on activities, such as participating in community cleanup efforts, can also help students appreciate the importance of sanitation work.

Highlighting Contributions to Society: Emphasize the critical role that sewage cleaners play in safeguarding public health, protecting the environment, and sustaining urban infrastructure. Showcase examples of innovative approaches to sewage management and recognize the positive impact that sewage cleaners have on community well-being.

Zalak

As a teacher, I would relate the knowledge and understanding of manual scavengers in history by explaining their role in society, highlighting their challenges and the discriminatory practices they faced.

I would discuss how manual scavenging was often associated with caste-based discrimination and how it was a reflection of social inequalities.

Additionally, I would emphasize the need to recognize and address this historical injustice in order to promote equality and dignity for all individuals in society

Krishna

I would like to foster empathy among my students through science by

Discuss the environmental impact of manual scavenging practices and how they contribute to pollution and public health hazards. Explore topics such as waste management, sanitation systems, and sustainable alternatives to manual scavenging, linking them to broader environmental science concepts.

Engage students in activities or discussions that foster empathy and perspective-taking towards manual scavengers. Encourage them to put themselves in the shoes of manual scavengers and reflect on the challenges they face. This can help students develop a deeper understanding of the human aspect behind the stereotypes.

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I as history teacher can connect it with history pedegogy where I will teach them various similar cases from history and what solution were brought in history and it's application in modern Times.

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I as history teacher can connect it with history pedegogy where I will teach them various similar cases from history and what solution were brought in history and it's application in modern Times.

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As a commerce teacher I will teach students that how they can become investor and start a enterprise which will carry out these tasks in future. This will enable many lives to get saved and what if people from lower caste resist from doing this work in future. So encourage the student invent the different techniques and solutions for this work .

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Session -10 ( Group -3 - Nehal , Shruti, Salini and Pragati) 

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Session -10 ( Group -3 - Nehal , Shruti, Salini and Pragati) 

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1. How will cleaning a manhole in span of 5 yrs affect the health of scavengers in India and in Paris?

A) Alcohol addition which will lead to kindly, liver , blood related issues.

Eye related issues due to lack of oxygen and high chemicals.

Skin disease, mental health issues and also loss of appetite.

Life span reduction.

2. What stereotypes are attached to Manual scavenging in india ?

A) Bhangi: Literally, “broken identity,” a derogatory name used to refer to people from the caste traditionally responsible for manual scavenging.

Caste based - only certain caste would do this job.

Class based - only poor people will do this job.

Gender - only males will be doing this from thier community.

They are considering as impure and dirty.

3. How will u as a teacher relate the knowledge and understanding to your subject specific

Shruti ( English pedagogy)

A) To teach all students according to today’s standards, teachers need to understand subject matter deeply and flexibly so they can help students create useful cognitive maps, relate one idea to another, and address misconceptions. Teachers need to see how ideas connect across fields and to everyday life. This kind of understanding provides a foundation for pedagogical content knowledge that enables teachers to make ideas accessible to others.

content. - Nehal ( Economics pedagogy)

We can come up with ideas for how to clean and help develop models for cleaning which will generate to income and development of our country and we can also make policy which can be proposed.

Salini ( Commerce Pedagogy)

As a teacher I would help my students to understand various government policies related to labours and what the implications are. I would focus on teaching the importance of labour welfare and promote ethical and innovative entrepreneurship.

As a history teacher how I help sewage clearner in Mumbai and Paris

As a history teacher, I would emphasize the historical context of sewage systems in Mumbai and Paris, highlighting the evolution of sanitation practices over time. I would discuss the challenges faced by each city in managing waste and the role of historical events, technological advancements, and societal changes in shaping their sewage systems. By understanding the historical background, sewage cleaners can appreciate the importance of their work in maintaining public health and preserving the environment, while also recognizing the ongoing efforts to improve sanitation infrastructure. Additionally, I would encourage critical thinking about the socio-economic factors that influence access to sanitation services and advocate for equitable solutions based on historical lessons.

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Group 2- Rafeya, Rupali, Shakira, Nazrin, Himavanth

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Group 2- Rafeya, Rupali, Shakira, Nazrin, Himavanth

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1.How will the cleaning of manhole will affect the health of scavenger in India and Paris?

In India if we talk about span of 5 years approx 1500 a scavenger will lost their lives. They can get permanent disease like tuberculosis, skin diseases and claustrophobia.

In Paris the impact will be positive because they use machine.

2.What types of stereotypes are attached to manhole scavenger in India?

Stereotypically manhole cleaning is traditionally associated with lower cast people this perpetuates discrimination against these communities.

People believe that individual doing this work are dirty or unclean

They are often excluded from the society facing discrimination in various aspects of life. Society treats them like untouchable and ignore them.

3. How will you as a teacher relate the knowledge and understanding derived from the video to your subject specific content?

Rupali -

As a economics teacher i would start discussing about manual scavengers by showing personal stories of manual scagengers and their families to foster Empathy among children.

2.During the phase of poverty ,unemployment, lack of education i would explain that we can get into other occupations as well and not to force individual into this profession .

3.I would Analyze the govt policies if taken to eradicate manual scavenging.

4.I would discuss effectiveness of their measures and its root cause.

Himavanth-

The agony is that human waste is cleaned by another human. As a history teacher i will ask my students never to accept such jobs in any case and especially if they are provided for their caste basis. I can also show my history students old maps of cities to understand the drainage and piping system and will ask them to interact with civil engineering students to find new solutions for modern problems.

Sakira-

As my pedagogies are maths and science, while teaching water pollution in science I would teach the students about manual workers and I can ask them to make model of giving solutions for the problems that workers are suffering, and while teaching about disease chapter I will teach them about the diseases that manual workers suffer from. Which will awaken compassion towards workers.

In maths I will give them the data to analyze the the socioeconomic factor of the workers, are ask them to make the graph. I would them word problem based on it, eg:-

In a city in India, there are two main areas: Area A, which is predominantly inhabited by upper-caste families, and Area B, where lower-caste families reside.The city municipality needs to allocate sanitation workers to clean the sewage systems in both areas.

Area A has a total of 500 households, while Area B has 700 households.

The municipality currently employs 40 sanitation workers, but due to social norms and caste-based discrimination, only 25% of the workers are assigned to clean Area A, while the remaining 75% are assigned to Area B.

1) How many sanitation workers are allocated to clean Area A?

2) How many sanitation workers are allocated to clean Area B?

3) What is the ratio of sanitation workers per household between Area A and Area B?