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Eliminating <strong>Corporal</strong> <strong>Punishment</strong> in SchoolsTable 2.17 shows that the number of girls being subjected to posture-based punishments is almost the sameas the number of boys, except for squatting (Murga banana). There is no difference in the frequency ofpunishment meted out to girls and boys when it comes to standing outside the classroom, standing with handsup, standing on the bench, standing on one leg or kneeling down. When it comes to squatting, school-going girlsget some relief – a possible reason might be the wearing skirts as part of the school uniform (see Figure 2.7).SexTable 2.17: Sex disaggregated experiences of posture punishments (%)Made tostand outsideclassroomMade tostand withhands upSquatting(Murgabanana)Made tokneel downMade tostand on thebenchMade tostand on onelegHair gettingknottedBoys 53.5 43.0 45.1 39.3 23.8 15.9 2.2Girls 52.6 41.9 36.1 37.2 22.5 14.4 3.6Total 53.0 42.7 41.4 38.8 23.1 15.2 2.826
Data AnalysisTable 2.18 presents details of posture-based punishments across types of schools. This table subverts thenotion that private schools are less harsh in giving out punishment to their students. The image of privateschools that emerges is that they are as insensitive as other types of schools. In fact, State Governmentrunschools appear better than both private and Central Government schools in this respect. For example,57% children in private schools had stood outside their classrooms as compared to 50.8% of childrenstudying in State Government schools. Similarly, 48.7% children in Central Government schools admitted tohaving been subjected to squatting as punishment as compared to 40.6% of children in State Governmentschools. Even in the case of other punishments, such as standing with hands raised in the air, children in privateschools and central schools experience them much more than children in State Government schools.School typeTable 2.18: School type disaggregated experiences of posture punishments (%)Made tostand outsideclassroomMade tostand withhands upSquatting(Murgabanana)Made tokneel downMade tostand onthe benchMade tostand onone legHair gettingknottedState Govt. 50.8 38.7 40.6 40.4 20.3 15.4 2.4Central Govt. 54.4 51.8 48.7 28.3 30.3 18.4 2.6Private 57.2 52.4 41.2 29.0 29.2 12.4 2.1Total 53.0 42.7 41.4 38.8 23.1 15.2 2.8To summarise, it is found that both genders are treated at par while receiving posture-based punishmentsand private schools and central schools use these punishments to a far greater extent than schools run bythe State Government.The next section deals with the experiences of children when they are subjected to various forms ofverbal abuse.Section IV: Verbal AbuseAt the outset it is important to share with the reader that the study had given only ten commonly usedabusive terms in the tool. They did not involve caste-based abuses or any abuses that could be said to havesexist undertones. However, in response to the eleventh item – ‘any other’ – the respondents provideda long list of abusive words that they have been exposed to. These abusive words were categorised intofive categories on the basis of the intention behind the words.A few of the abusive words children reported during the study are as follows:Mental CharacteristicsPagal, Idiot, Nalayak, Kamchor, Bewakoof, Fool, Besharam, Mandbuddhi, Ulti Khopdi, Badtameez, Jaahil, Buddhu,Nikammo, Foolish No.1, Chudail, Anaadi, Akal Band, Beakal, Andha, Dheeth, Bimari, Awaara.Caste and Community BasedBadjaat, Kanjar, Aadiwasi, Bhikhari, Ashuddh, Paapee, Bihari, Tum kachre se aate ho.Relational AbuseHaraamee, Haramkhor, Sala, Kameena, Teri maa naache hai and other words which are derogatory towardswomen.27
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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