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Eliminating <strong>Corporal</strong> <strong>Punishment</strong> in SchoolsToilet jane ke liye permission mangne par (for seeking permission to go to toilet)Bina period ke bahar khelne par (for playing outside if it is not games period)Padhate samay baat karne par (for talking while studying)Line tod kar pani peene ke liye jane par (for breaking the queue to go and drink water)Class mein khada hone par (for standing in the class)Kagaz ka hawaijahaz udane par (for throwing paper airplanes)Prarthana se pahle khelne par (for playing before morning prayers)Lunch time mein der se aane par (for coming late after lunch break)Class ke bahar ghoomne se (for loitering around in the school)Bina permission toilet jane par (for going to toilet without permission)Recess mein blackboard par likhne par (for writing on the blackboard during recess)Class mein khelne par (for playing in the class)Class mein khada hone par (for standing in the class)Dheema bolne par (for talking softly)Desk ke charo ore ghoomne par (for circling around the desk )Toilet jane ke naam par khelne par (for playing in the name of going to toilet)Bahar se cheezein khareedne par (for buying things from vendors)Teacher ke table par baithne par (for sitting at the teacher’s table)Class mein so jane par (for sleeping in the class)Teacher’s room ke bahar khelne par (for playing in front of the staff room)Prayer mein aankh kholke khada hone par (for opening eyes during morning prayer)Hasne par (for laughing)3. Establishing Inconsequential Order in School22Uniform mein kamee rehne par (for not wearing proper uniform)Bahut chhuttiyan karne par (for missing school on several days)Teacher ka manga saman na lane par (for not taking things that teacher demands)Chori karne par (for theft)Lunch mein ghar bhaag jaane par (for going home during lunch)School late aane par (for coming late to school)Bina nahae aane par (for coming to school without taking a bath)Prayer se late aane par (for reaching class late after morning assembly)Teacher ko good morning na karne par (for not wishing the teacher good morning)School se bhaag jaane par (for running away from the school)Parents ko na bulane par (for not asking parents come to school)Fees samay par na lane par (for not paying the fees on time)
Data Analysis4. ArbitraryGusse se bina galtee ke bhee maartee hai (when she is angry she hits without any reason)A cross tabulation of the three harshest punishments in this category has been done across age-groups.Tables 2.12, 2.13 and 2.14 deconstruct the behavioural factors responsible for inflicting intense physicalpain, which must have been internalised by children as genuine reasons. The question in the tool had askedchildren to provide reasons that they thought were behind the punishments.ReasonsAge groups3–5 yrs 6–9 yrs 10–14 yrs 15–17 yrs Did not report ageAcademic reasons 59.8 66.4 67.1 61.6 71.4Child-like behaviour and human needs 52.3 64.6 62.3 53.4 65.7Establishing inconsequential order in school 37.4 34.6 39.3 41.6 34.3Arbitrary or no apparent reason 9.3 2.2 3.5 4.1 1.4ReasonsAge groups3–5 yrs 6–9 yrs 10–14 yrs 15–17 yrs Did not report ageAcademic reasons 47.7 54.6 56.1 47.9 54.3Child-like behaviour and human needs 43.9 52.7 52.6 42.7 47.1Establishing inconsequential order in school 29.9 27.5 32.8 32.9 24.3Arbitrary or no apparent reason 10.3 2.0 2.1 1.1 0.0ReasonsTable 2.12: Age-wise distribution of slapping on cheeks correlated with reasons (%)Table 2.13: Age-wise distribution of beating on back correlated with reasons (%)Table 2.14: Age-wise distribution of beating by cane correlated with reasons (%)Age groups3–5 yrs 6–9 yrs 10–14 yrs 15–17 yrs Did not report ageAcademic reasons 61.7 69.2 72.8 70.7 74.3Child-like behaviour and human needs 57.0 65.8 67.3 61.6 65.7Establishing inconsequential order in school 39.3 36.0 42.3 46.6 34.3Arbitrary or no apparent reason 11.2 2.5 3.9 5.8 0.0Tables 2.12, 2.13 and 2.14 show a consistent pattern across age groups. The youngest group, between theages of 3 and 5 years, often gets beaten because of substandard academic performance. Poor academicperformance is cited as one of the main reasons for receiving corporal punishment. But terms like ‘poor’or ‘substandard’ are not enough to cover a variety of other issues that might exist. Many factors for nonperformancein academic areas are related to education only in a peripheral way. In reality, almost all thereasons clubbed under this category also arise out of socio-economic factors, genuine academic strugglesand other limitations that prohibit the fulfilment of the work that a teacher demands.These reasons accentuate the well-known character of Indian classrooms in which teachers demandrepeated reproduction of the information taught to children. Learning by rote is seen as the only way tolearn in and children who do not live up to this expectation suffer physical torture. The child’s inability tobring stationery is seen as deliberate disobedience and not as linked to his/her family’s poverty. This data alsoreveals that despite the implementation of two nation-wide programmes of universalisation of elementaryeducation, namely District Primary Education Programme (DPEP) and Sarva Shiksha Abhiyan (SSA), provisionof basic material in schools is not taken up in a systematic manner.23
Page 3 and 4: EliminatingCorporalPunishmentin Sch
Page 5: ContentsAcknowledgementsiCorporal P
Page 10 and 11: No violence against children is jus
Page 13 and 14: IntroductionIntroductionCorporal or
Page 15 and 16: IntroductionThe Supreme Court banne
Page 17: IntroductionNCPCRThe National Commi
Page 20 and 21: Eliminating Corporal Punishment in
Page 45 and 46: Data Analysis3 ConclusionThere were
Page 47 and 48: Conclusionprevalent in all kinds of
Page 49 and 50: Articles onCorporal Punishment
Page 51 and 52: Towards a Culture of Non-violence i
Page 57 and 58: ArticlesThe Human Rights Imperative
Page 59 and 60: The Human Rights Imperative to Proh
Page 61: The Human Rights Imperative to Proh
Page 69 and 70: ArticlesEvery Child has a Right to
Page 71 and 72: Every Child has a Right to Learn wi
Page 73 and 74: Teachers and Corporal Punishment- P
Page 75 and 76: Teachers and Corporal PunishmentIf
Page 77 and 78: Teachers and Corporal PunishmentInv
Page 79 and 80: Annexures
Page 81 and 82:
Annexure I73
Page 83 and 84:
Annexure I75
Page 85 and 86:
Annexure II77
Page 87 and 88:
Annexure III79
Page 89 and 90:
Annexure III81
Page 91 and 92:
Annexure III83
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