top of page
BSOE-142: Indian Sociological Traditions

BSOE-142: Indian Sociological Traditions

IGNOU Solved Assignment Solution for 2023-24

If you are looking for BSOE-142 IGNOU Solved Assignment solution for the subject Indian Sociological Traditions, you have come to the right place. BSOE-142 solution on this page applies to 2023-24 session students studying in BASOH courses of IGNOU.

Looking to download all solved assignment PDFs for your course together?

BSOE-142 Solved Assignment Solution by Gyaniversity

Assignment Solution

Assignment Code: BSOE-142/ ASST/TMA/ 2023-24

Course Code: BSOE-142

Assignment Name: Indian Sociological Traditions

Year: 2023-24

Verification Status: Verified by Professor

Assignment I

Answer the following questions in about 500 words each. Each question carries 20 marks.

Q1) In what way do girls develop gendered identity in families? Discuss with reference to the viewpoint of Leela Dube.

Ans) Leela Dube, an eminent Indian sociologist, has made significant contributions to the study of gender and family dynamics. In her work, she explores how gendered identities are constructed within families, particularly focusing on the experiences of girls. Dube's perspective highlights the intersection of patriarchy, culture, and familial structures in shaping the gendered identity development of girls.

a) Socialization and Norms: Families play a crucial role in socializing children into gender roles and norms. Dube notes that girls are often socialized into traditional gender roles from an early age. Family members, including parents and extended relatives, actively participate in reinforcing societal expectations regarding femininity.

b) Differential Treatment: Dube emphasizes the differential treatment of girls within families. This differential treatment can manifest in various ways, including unequal access to resources, educational opportunities, and decision-making power. Such disparities contribute to the development of distinct gendered identities.

c) Symbolic Significance: Family practices, rituals, and traditions carry symbolic significance in reinforcing gender norms. Dube notes that rituals often perpetuate traditional gender roles, with girls being assigned specific roles and responsibilities that align with societal expectations.

d) Division of Labor: The division of labour within families is a crucial aspect of gender identity development. Girls may be socialized into domestic roles, emphasizing caregiving, nurturing, and household responsibilities. This reinforces stereotypical notions of femininity and contributes to the internalization of gendered identities.

e) Influence of Extended Family: The research conducted by Dube highlights the significance of the extended family in the process of forming gendered identities. The transmission of traditional values and the reinforcement of gendered expectations are two ways in which extended family members, such as grandparents and aunts, contribute to the process of socialisation.

f) Patriarchal Structures: A significant number of families have patriarchal arrangements that play a role in the formation of gendered identities. Dube draws attention to the ways in which patriarchal standards, which are reinforced by the structures of the family, dictate concepts of suitable behaviour, expectations, and aspirations for their female counterparts.

g) Cultural Influences: In the process of developing their gendered identities, girls are profoundly influenced by the cultural norms and practises that are ingrained in family life. Within the context of the family, Dube places an emphasis on the role that culture plays in the perpetuation of gender stereotypes and in shaping the choices and opportunities that are accessible to females.

h) Reproduction of Norms: Families, according to Dube, act as agents in the reproduction of gender norms. The transmission of cultural and societal expectations from one generation to the next reinforces the continuity of gendered identities.

i) Resistance and Negotiation: While Dube acknowledges the pervasive influence of patriarchy, she also recognizes the agency of girls in negotiating and resisting these norms. Girls may navigate within the familial structures to assert their identities and challenge traditional expectations.

j) Educational Opportunities: Dube underscores the significance of educational opportunities in shaping gendered identities. Access to education can provide girls with the tools to question and challenge traditional gender norms, offering the potential for expanded choices and autonomy.

Q2) Explain Verrier Elwin’s contribution to the understanding of tribal identity.

Ans) British-born anthropologist, missionary, and Indian Verrier Elwin defined tribal identity. His considerable social, cultural, and historical research supported indigenous rights and well-being. Using anthropology, ethnography, and advocacy, Elwin unveiled India's indigenous civilizations.

Ethnographic Research:

Elwin studied central Indian tribes like Gonds, Baigas, and Marias. His meticulous fieldwork involved living with these people, learning their languages, and documenting their social structures, rituals, and beliefs.

Tribal Language and Culture Preservation:

He adored tribal cultures and languages. To preserve indigenous languages and promote their unique knowledge and expressions. Native language diversity protection was made possible by Elwin.

Tribal Rights Advocacy:

Outside of academia, Verrier Elwin championed tribal rights. He increased awareness to tribal tribes' land alienation, displacement, and exploitation issues. Elwin's advocacy affected tribal interests.

Anthropology-Christianity Integration:

Missionary and anthropology expertise helped Elwin reconcile tribal cultures and Christianity. He left Western-style missionary work. He valued respecting local customs and incorporating Christianity into their cultures.

Tribal Spirituality and Religion:

Elwin investigated spirit and tribal faiths. He emphasised understanding these belief systems to shape tribal identities on their own terms. We learned more about indigenous spiritual traditions from his studies.

Literary Works:

Verrier Elwin published many books and essays about indigenous societies. Famous works include "The Baiga" and "The Maria Gonds of Bastar." He wrote to refute myths about tribes and promote their unique cultural heritage.

Policymaking role:

Elwin strongly influenced tribal rights legislation and policies. He promoted protective measures like the Fifth Schedule of the Indian Constitution, which governs tribal territories.

Tribal Studies Legacy:

Verrier Elwin's legacy lives. He helped people understand tribal societies more compassionately. He inspires scholars and policymakers with his anthropology, tribal welfare, and cultural preservation activities.

a) Ethnographic Research: Elwin ethnographed central Indian tribes like the Gonds, Baigas, and Marias. His meticulous fieldwork involved living with these people, learning their languages, and documenting their social structures, rituals, and beliefs.

b) Preservation of Tribal Languages and Cultures: Elwin valued tribal languages and traditions. He preserved and promoted indigenous languages and knowledge. Elwin helped safeguard tribal language diversity.

c) Advocacy for Tribal Rights: Outside of academia, Verrier Elwin championed tribal rights. He increased awareness to tribal tribes' land alienation, displacement, and exploitation issues. Elwin's advocacy affected tribal interests.

d) Integration of Anthropology and Christianity: Missionary and anthropology expertise helped Elwin reconcile tribal cultures and Christianity. He quit Western missionary service. He valued Christianity and local culture.

e) Concept of "Little Republics": Elwin coined the term "small republics" to describe several indigenous communities' independence. He emphasised community life, reciprocal cooperation, and internal government in these societies.

f) Understanding Tribal Religion and Spirituality: Elwin investigated spirit and tribal faiths. He emphasised understanding these belief systems on their own terms to shape tribal identities.

g) Literary Contributions: Verrier Elwin published many books and essays about indigenous societies. Famous works include "The Baiga" and "The Maria Gonds of Bastar." He wrote to promote tribe culture and refute falsehoods.

h) Role in Formulating Policies: Elwin strongly influenced tribal rights legislation and policies. He promoted protective measures like the Fifth Schedule of the Indian Constitution, which governs tribal territories.

i) Legacy in Tribal Studies: Verrier Elwin's legacy endures. His work enabled a more compassionate and inclusive understanding of tribal societies.

Assignment II

Answer the following questions in about 250 words each. Each question carries 10 marks.

Q3) What did Rankrishna Mukherjee mean by ‘sociology of Indian sociology’? Explain.

Ans) The concept of the "sociology of Indian sociology" was initially proposed by Ranajit Krishna Mukherjee, an Indian sociologist. He was the first person to articulate this concept. Through the utilisation of this word, Mukherjee was able to emphasise the significance of doing a critical study and contextualization of sociological theories and methodology within the specific socio-cultural, historical, and political environment of India.

One notion that demonstrates how important it is to have such an understanding is the concept of having a comprehensive awareness of how Western sociological paradigms and frameworks might not be able to be transferred in a smooth manner to the different and nuanced social realities of India.

It was underlined by Mukherjee that Indian sociologists should not just embrace Western theories but rather should participate in a reflexive process of assessing and adapting sociological notions to the specific environment of India. Examining the assumptions and biases that are inherent in imported theories and approaches, as well as determining whether or not they are relevant and applicable in the context of the Indian social milieu, is a necessary step in this process.

Through the study of the "sociology of Indian sociology," academics are urged to investigate indigenous sociological traditions that have arisen within the vicinity of the Indian subcontinent and to critique perspectives that are Eurocentric. By doing so, it fosters the development of a sociological discourse that is not only distinctively Indian but also takes into account the historical legacies, cultural diversity, and social structures that are present in the nation.

Q4) Present Joshi’s critique of ‘The Remembered Village’ study.

Ans) The well-known anthropological work "The Remembered Village," which was conducted by M.N. Srinivas and focused on the village of Rampura in South India, was subjected to criticism from D.T. Lakdawala (Joshi) on the methodology that was utilised in the research.

A primary focus of Joshi's criticism was on the following three important concerns:

a) Subjectivity and Lack of Objectivity: Concerns were expressed by Joshi regarding the inherent subjectivity that is present in Srinivas' approach of data collection, which involves the use of personal recollections. It was his contention that depending on recollections could potentially result in the introduction of biases and distortions, which could have an effect on the accuracy and dependability of the information that was presented in the study.

b) Lack of Representative Sampling: As a case study for gaining a more comprehensive understanding of Indian communities, Joshi questioned whether or not Rampura was reflective of the entire country. He stated that the distinctive qualities of Rampura might not be applicable to other villages in India, which would restrict the extent to which Srinivas' findings might be generalised.

c) Neglect of Economic Factors: Joshi voiced his disapproval of the relatively insufficient attention paid to economic aspects in "The Remembered Village." He argued that the study did not adequately address the economic aspects of village life, such as agriculture, land tenure, and economic changes over time. These are essential components for a comprehensive understanding of rural societies, and he believed that the study did not adequately address these aspects.

Q5) Discuss A. R. Desai’s view on role of the state in capitalist transformation in India.

Ans) An Indian Marxist economist by the name of A. R. Desai offered some insights into the role that the state played in the process of India's transition on the path to capitalism. The Marxist viewpoints that Desai held regarding the connection between the state and the growth of capitalism were influential in shaping his perspectives.

His argument was that the state in India had a significant role in sustaining and sustaining the capitalist revolution, particularly during the post-colonial period. He believed this to be the case. It seemed to him that this was particularly accurate.

Desai placed a strong emphasis on the role that the state plays in advancing capitalist interests through the implementation of programmes such as urbanisation, industrialization, and land privatisation. He asserted that the state, which was acting as a representative of the interests of the ruling class, actively engaged in the economy in order to establish conditions that were favourable to the growth of corporate capitalism.

The interventions that were included in this intervention were designed to encourage the growth of the industrial sector, to make the accumulation of capital easier, and to establish a legal and regulatory environment that is friendly to capitalist businesses.

Furthermore, Desai highlighted the role that the state, in its capacity as a tool of the ruling bourgeoisie, played in the management of contradictions within the capitalist system. The mediation of class tensions, the upkeep of social order, and the guarantee of stability that is essential for the further expansion of capitalism were all functions that it performed.

Assignment III

Answer the following questions in about 100 words each. Each question carries 6 marks.

Q6) Outline the criteria used by N.K. Bose to classify tribal communities in India.

Ans) N.K. Bose, an Indian anthropologist, classified tribal communities in India based on three criteria:

a) Economic Criteria: For the purpose of classification, the principal economic activity of the tribe was taken into consideration. The distinctions between agriculture, pastoralism, and hunting and gathering were included in this.

b) Cultural Criteria: Cultural traits, including language, customs, rituals, and social organization, were considered in classification. Tribes with similar cultural characteristics were grouped together.

c) Geographical Criteria: Geographical location and distribution played a role in classification. Tribes residing in specific regions were grouped together, recognizing the influence of environmental factors on cultural and economic practices.

Q7) Outline D.P. Mukerji’s view on the role of tradition in Indian society?

Ans) D.P. Mukerji, an Indian sociologist, emphasized the significance of tradition in Indian society. Tradition was seen by him as a dynamic force that offered continuity and stability in his life. Mukerji held the belief that tradition played a significant role in the formation of social institutions, rituals, and values, serving as a source of identity.

While acknowledging the importance of modernization, he argued for a balanced approach that integrates tradition with contemporary changes. Mukerji emphasised the adaptable character of tradition, highlighting its function in building social cohesiveness and guiding societal growth. He did this rather than considering tradition as a force that is static and restricting in the face of modernity.

Q8) What was the approach of Ghurye in studying caste in Indian society? Explain.

Ans) G.S. Ghurye, an Indian sociologist, adopted a structural-functional approach to studying caste in Indian society. His approach, influenced by structural-functionalism, focused on understanding the functional roles and contributions of caste to social order. Ghurye analysed caste as a system that provided social organization, stability, and identity. He explored the division of labour, social hierarchy, and rituals within castes, emphasizing their integrative functions.

Despite the fact that Ghurye acknowledged the complexities of caste, his approach tended to portray it as a harmonious and stabilising force. He did not emphasise the discriminatory aspects of caste, nor did he take into consideration the historical and material conditions that influenced caste dynamics.

Q9) Explain Radhakamal Mukerjee’s use of anchiortive approach to urban social problems.

Ans) Radhakamal Mukerjee employed an "anchorage approach" to address urban social problems. This method involved identifying stable and positive elements within a community, such as family, religion, or local institutions, and utilizing them as anchors for social interventions. Mukerjee believed that strengthening existing social structures could contribute to the resolution of urban issues.

His goal was to build upon the natural strengths of communities by putting an emphasis on the good features of communities, with the goal of developing social cohesiveness and resilience. The goal of this strategy was to promote sustainable and community-based approaches to urban difficulties by attempting to embed solutions within the existing social fabric.

Q10) Compare the Bombay School with Lucknow School in the Discipline of Sociology.

Ans) The Bombay School and Lucknow School were influential sociological traditions in India. The Bombay School, led by G.S. Ghurye, focused on structural-functional analysis, emphasizing empirical research and the study of social institutions like caste. In contrast, the Lucknow School, associated with D.P. Mukerji, adopted a historical and comparative approach, exploring the interplay of historical forces and societal changes.

In spite of the fact that both schools made significant contributions to Indian sociology, the Bombay School was more inclined toward empirical observations and structural-functionalism, whereas the Lucknow School placed a greater emphasis on historical analysis and a more interpretative approach to comprehending societal transformations.

100% Verified solved assignments from ₹ 40  written in our own words so that you get the best marks!
Learn More

Don't have time to write your assignment neatly? Get it written by experts and get free home delivery

Learn More

Get Guidebooks and Help books to pass your exams easily. Get home delivery or download instantly!

Learn More

Download IGNOU's official study material combined into a single PDF file absolutely free!

Learn More

Download latest Assignment Question Papers for free in PDF format at the click of a button!

Learn More

Download Previous year Question Papers for reference and Exam Preparation for free!

Learn More

Download Premium PDF

Assignment Question Papers

Which Year / Session to Write?

Get Handwritten Assignments

bottom of page