<Social Movements>

Name of the Faculty:

Sandeep Pandey
Designation:
Adjunct Faculty
Teaching Area:
(such as Finance & Accounting; Marketing; Production &
Operations Management; Strategy)
Public Policy
This course may be offered to:
(PGP, FPM, PGPEM, PGPPM, EPGP)
http://www.iimb.ernet.in/programmes
All
Credits (No. of hours):
(3 credits=30 classroom hours; 1.5 credits-15 classroom
hours; session=90 minutes)
3
Term / Quarter:
(Starting April /June /September/December)
December
Course Type:
(Core or Elective)

Offered as:
(Regular Course: staggered across the term or
Workshop1 Course: 3-5 continuous days)
Are there any financial implications to
this course?
Additional information required
Elective, Regular
No
Sandeep Pandey holds a Ph.D. in Mechanical
Engineering from UC Berkeley and has worked as a
social activist for 25 years. During past 5 years he has
taught courses on 'Social Movements' and 'Development
Studies' at IITs Gandhinagar, BHU-Varanasi, IIM
Ahmedabad and NALSAR, Hyderabad. Separate resume
is enclosed.

1
Workshop course: Please provide reasons as to why the course is being offered in workshop mode and why it cannot be offered
as a regular course (that is spread over 10 weeks). As an institution, IIMB prefers courses offered in the regular mode, since it
results in better learning experience for the students and avoids overlapping of courses.

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Course Summary
The course will cover social movements from around the world which have aimed to bring about
social transformation. The course will specifically focus on transformational movements of the
marginalised or disempowered sections of society. The course will cover peasant and land rights
movements, community/tribal rights movements, environment movements, movements for
assertion of dalit rights, women’s rights movements, students’ movements, movements for
political democracy like in Nepal and Arab world, human rights movements like against
apartheid, for rights of Palestinian people, Tiananmen square protests, anti-corruption
movements, LGBTQIA movement, anti-globalisation movements.
The course will attempt to develop an understanding among students that movements are not
always disruptive and some of them have played important roles in addressing the issues of
injustice in society. Dissent is an important ingredient of democracy otherwise democracy may
degenerate into authoritarian rule.

Pre-requisites, if any: None

Inclusion/exclusion criteria, if any: None

Learning Objectives
The course is designed with the following specific objectives and learning outcomes

a. To develop an understanding among students of the condition of marginalised sections of

society and why sometimes it becomes necessary for them to launch movements.
b. To understand that movements bring about social transformation towards more just and
equitable society.
c. To understand that even if a movement fails, like the JP movement of 70s, it is important
to strengthen democracy.
d. To understand that even a dysfunctional democracy is better than any kind of benevolent
dictatorship.
e. We except the students to develop a sympathetic view towards movements and the
communities involved in it so that as managers when they face such a situation they're
able to address the problems of local communities in a sensitive manner.
f. If there is a conflict between corporate profit and environmental concerns, which may
also impact lives and livelihood of local people who often may be from marginalised
communities, students should develop a holistic perspective to resolve such a conflict.

Pedagogy
Presentations by instructor, students, film screenings, lectures by activists in class, participation
in an actual movement or interaction with a leading activist of one of the ongoing movements to
get a real feeling of movements, interaction with beneficiaries of movements and scanning media
reports for coverage of movements.

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Course Evaluation& Grading Pattern
Class Presentation (Individual), 10%: Students are required to present in class based on the readings
or outside of it on a topic of social movement. This power point presentation will have to be submitted.

Field Immersion (Individual), 25%: Students work with a marginalized family/individual and take up
one activity that could help this family/individual. Examples: admitting a child to school under RTE;
register a construction worker with the labour board; help a family with obtaining ration card/or
provisions under ration card, visit a local Aaganwadi centre and measure BMI of one child and follow
progress of that child and so on. Students can work collectively if they so desire, but each student is
responsible for one activity for a distinct family/individual. Even paying a visit to a government official or
filing a RTI application towards resolution of any issue would be considered an intervention and would
be sufficient from the point of view of the course. The local activists, whose list is being appended, will
help the students locate the beneficiaries as well as the relevant government office(s) they may have to
visit. The purpose of this exercise is to gain some grassroots experience. Effort put in by the student more
than the outcome is important. For some of the tasks mentioned above it may not be possible to achieve a
result during the short duration of course. But any effort in that direction will be counted.

Interaction with an Activist (Individual), 20%: Students will choose one activist and interact with
her/him to learn about the issue s(he) is working on. A list of activists working on various issues from and
around Bengaluru is appended. This is merely a suggested list. Students are free to choose activists
outside of this list too.

Study of a CSR programme (Individual or group depending on strength of class), 25%: Students
will evaluate the Corporate Social Responsibility programme(s) of a company of their choice in light of
learning from this class. A list of good CSR programmes going on in and around Bengaluru will be
provided to help them choose projects of their interest or they may find out about such a programme from
the activist they will interact with.

Students will make a final presentation in the class in which they will report on the CSR evaluation in
addition to all the work done during this course. This power point presentation will have to be submitted.

Reflective Journal (Individual), 20%: A written learning from the course which took place to be
submitted separately. This will also include things not covered in the final class presentation.

Session-wise plan
3 credits=20 sessions, 90 minutes each; 1.5 credits=10 sessions, 90 minutes each (excludes time involved in conducting quizzes of more than 30
mins duration and examinations). Budget for prescribed text book: INR 1000/-
Ses Topic
sio
ns

1 Topic: Introduction to Social Movements and the course

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 Readings: Introduction, Shah, G (2004) Social Movements in India. Sage India

http://www.arvindguptatoys.com/arvindgupta/movement-shah.pdf

(Note: This is the only mandatory reading. Students will not be required to purchase any
book.)

2 Topic: Introduction to various social movements, activists and Corporate Social

Responsibility programmes of various companies, esp. in and around Bengaluru
3, 4 Topic: Peasant and land rights movements
Readings: (1) Chapter 2, Peasant Movements, Shah, G., Social Movements in India.

(2) http://www.yourarticlelibrary.com/sociology/bardoli-satyagraha-useful-notes-on-
bardoli-satyagraha-of-1928/31983

(3) http://www.yourarticlelibrary.com/sociology/summary-of-champaran-bihar-
movement-1917-18/31984

(4) Satyagrah in Champaran, by Dr. Rajendra Prasad

(5) https://samaj.revues.org/4103

(6) https://revolutionaryfrontlines.wordpress.com/2010/03/25/nandigram-and-the-
struggle-against-forced-displacement-in-india/

(7) http://www.indiaresists.com/ordinance-to-change-land-acquisition-act-is-murder-of-
democracy-under-corporate-rule-of-modi-government/

5, 6 Topic: Community/tribal rights movements

Readings: (1) Chapter 3, Tribal Movements, Shah, G., Social Movements in India.

(2) https://www.ritimo.org/Claiming-Niyamgiri-the-Dongria-Kondh-s-Struggle-against-
Vedanta
(3) Tribal Affairs in India: The Crucial Transition, SahyogPustakKuteer Trust (NHRC)
(4) India and the rights of indigenous people : Constitutional, legislative and
administrative provisions concerning indigenous and tribal people, C.R. Bijoy ( Asia
Indigenous People Pact, Chiang Mai, 2010) (DELNET)

(5) Film: Mehdiganj - Where life is at stake

7, 8 Topic: Environment movements
Readings: (1) Chapter 10, Human Rights and Environmental Movements, Shah, G., Social
Movements in India.

(2) http://www.downtoearth.org.in/coverage/chipko-an-unfinished-mission-30883

(3) http://www.frontline.in/social-issues/social-justice/relentless-
crusade/article8921668.ece

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 (4) Indian Environmental Movements: Why they Failed or Succeeded, and the
Challenges Ahead by Sagar Dhara, http://www.frontierweekly.com/views/jan-19/14-1-
19-indian%20environmental%20movements.html

9, Topic: Dalit rights movements

10 Readings: (1) Chapter 4 & 5, Dalit and Backward Caste/Class Movements, Shah, G.,
Social Movements in India.
(2) https://scroll.in/article/814759/mahad-to-una-90-years-later-little-has-changed-in-
how-caste-hindus-react-to-dalit-uprisings
(3) http://www.epw.in/journal/2017/33/commentary/%E2%80%98uprising%E2%80%99-
%E2%80%98movement%E2%80%99.html
(4) Dalit and the Democratic Revolution: Dr. Ambedkar and the Dalit Movement in
Colonial India, Omvedt, Gail. 1994 (2014), New Delhi: Sage
(5) Dalit Visions: The Anti-Caste Movement and the Construction of an Indian Identity,
Omvedt, Gail. 1995, Hyderabad: Orient Longman.
(6) From Untouchable to Dalit: Essays on the Ambedkar Movement, Zelliot, Eleanor.
1996, Delhi: Manohar publication.

11, Topic: Women's rights movements

12 Readings: (1) Chapter 6, Women's Movements, Shah, G., Social Movements in India.

(2) The History of Doing: An Illustrated Account of Movements for Women’s Rights and
Feminism in India 1800-1990, Kumar, Radha. 1993, New Delhi: Zubaan
(3) http://irs.org.pk/spotlight-march-2014.pdf
(4) http://shodhganga.inflibnet.ac.in/bitstream/10603/2722/13/13_chapter%204.pdf

13 Topic: Students' movements

Readings: (1) Chapter 8, Students' Movements, Shah, G., Social Movements in India.

(2) http://shodhganga.inflibnet.ac.in/bitstream/10603/111060/11/11_chapter%204.pdf

(3) https://www.history.com/topics/china/tiananmen-square

(4)Film: Berkeley in the '60s

14 Topic: Movements for political democracy

Readings: (1)
http://eprints.lse.ac.uk/65449/1/__lse.ac.uk_storage_LIBRARY_Secondary_libfile_share
d_repository_Content_Chalcraft,%20J_Arab%20uprisings_Chalcraft%20_Arab%20Upris
ings_2016.pdf

(2) Siddique, A.H., Singh, A., Wuite, C., (2012) Arab Uprisings: An Introduction. Slim
Books

(3) https://modernrevolutionsc.podbean.com/e/2006-democracy-movement-in-nepal-by-

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 kristel-and-juliana/

15, Topic: Human Rights movements

16 Readings: (1) https://www.nonviolent-conflict.org/the-anti-apartheid-struggle-in-south-
africa-1912-1992/

(2)http://www.sahistory.org.za/archive/anti-apartheid-movement-what-kind-history

(3)https://www.hrw.org/world-report/2013/country-chapters/israel/palestine

(4) http://www.friendsoftibet.org/articles/samphel.html

(5) Nepali Women and Girls Trafficked to India, section from The Human Rights Watch
Global Report on Women's Human Rights, Oxford University Press, 2000
(6) Prostitution, Sex Work, Policy and Politics, Teela Sanders, Maggie O'Neill, Jane
Pitcher, SAGE
(7) Disability Studies Today, Edited by Colin Barnes, Mike Oliver & Len Burton, Polity
Press, 2002
(8) https://thewire.in/politics/nomadic-denotified-tribes-demands
(9) https://www.gktoday.in/gk/issues-around-denotified-nomadic-tribes-dnts-of-india/

17 Topic: Anti-corruption movement

Readings: (1)
http://www.undp.org/content/dam/india/docs/people_right_information_movement_lesso
ns_from_rajasthan.pdf

(2)http://www.annahazare.org/anticorruption-movement.html
18 Topic: Anti-globalisation movement
Readings: (1)
https://books.google.co.in/books?hl=en&lr=&id=2gKWlDxesL4C&oi=fnd&pg=PR9&dq
=anti-
globalisation+movements+in+south+america&ots=NDVIQ58zUy&sig=2KYWgRhzIbD
Lv9CWCo8rbj9SXiE#v=onepage&q=anti-
globalisation%20movements%20in%20south%20america&f=false

(2) http://www.choike.org/documentos/wsf_proem_jai.pdf

(3) Globalisation and its Discontents, by Joseph Stiglitz

(4) The Economics of Inequality, by Thomas Piketty

19, Student presentations

20 In light of the course students will evaluate the Corporate Social Responsibility
programmes of different companies.

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Suggested list of activists to choose from for interaction:

Dalit Righs: Yashoda P, Anekal, Sivalingam

Domestic workers: Geeta Menon

Construction workers' rights: Ruth Manorama

Sex workers' rights: Nisha Gulur, Bharati

Transpersons rights: Akkai Padmashali & Suma Mohan (transwomen); Rumi Harish & Sunil Mohan (transmen)

Peasant & land rights: Kavitha Kuruganti, Jyothi Raj, Papamma (Kolar)

Health & nutrition rights: Dr. Sylvia Karpagam, Dr. Thelma Narayan, Akhila

Garment workers' rights: Rukmini, Yashoda, Saroja (Garment Labour Union); Prathibha (GATWU)

Women's rights: Madhu Bhushan, Du Saraswathi, Nasreen (BMMA), Vimochana

Issues of North East persons in Bengaluru: Prof. Rini Ralte, Urmila Chanam

Human rights: Margaret Sampath

Youth, students: Shalom

Environment: Leo Saldana, Bhargavi P, Gurumoorthy M.

Governance: Katyayani C

Civil society: Anita Cheria, Ashwin Mahesh

Rag pickers' rights: Maitreyi & Anjanamma

Water management: Vishwanath

Manual scavenger rights: Obalesh, Benson

Political reform: Ashwin Mahesh

Slum dwellers issues: Isaac Arul Selva

Waste management: Nalini of Hasirudal

Media: Ammu Joseph, Priyanka Divakar, Senthalir S, Meera

Disability rights: Nandini & Kiran Nayak (Chikballapur)

Adivasi rights: Padma, (Samagra, Mysuru)

Profile of the Adjunct / Guest Faculty (if any)

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SANDEEP PANDEY

Social Activist

Date of Birth: 22nd July, 1965

Contact: A-893, Indira Nagar, Lucknow-226016, U.P., India

Telephone: 91-522-2355978, Fax: 91-522-2358230, Mobile : 91-9415022772 (with wife
ArundhatiDhuru)
e-mail: ashaashram@yahoo.com

Education: Ph.D. in Mechaincal Engineering from University of California , Berkeley in 1992.

(Dissertation: Control of Uncertain Dynamical Systems.)

Areas of Interest: Education for underprivileged children, Human rights, Empowerment of

marginalized communities, Struggles for strengthening of Democracy, Right to Information for
Transparency and Accountability, Right to Food, Employment Guarantee Scheme, People’s
politics, Governance, Communal Harmony, Nuclear Disarmament and Peace, India Pakistan
Friendship, Corporate Accountability.

Work Experience: (1) Visiting Faculty, IIM, Ahmedabad, 19 December 2017 to 20 January 2018
and 7 June to 7 July, 2018 to teach a course on Transformational Social Movements.
(2) Visiting Faculty, NALSAR, Hyderabad, 22-29 January 2018 to teach a course on
Development Studies, 18-29 July, 2018 to teach a short course on Social Movements and 4-13
September, 2018 to teach a short course on Marginalised Societies.
(3) Visiting Professor, Department of Mechanical Engineering, IIT, Gandhinagar, December,
2016 to May, 2017. (Taught courses on Modern Control Theory, Social Movements in
Humanities Department and a short course on Gandhi.)
(4) Visiting Faculty, Departments of Chemical and Mechanical Engineerings, IIT, BHU,
Varanasi, August 2013 to February, 2016.
(5) Lectures on ‘Strengthening of Democracy at Grassroots in India ,’ at International Institute
for Information Technology, Hyderabad , October 15-20, 2012.
(6) Taught Control Systems part of 'Microprocessor and Control' course at final year Mechanical
Engineering level at IIT, Gandhinagar, 15 July- 15 October, 2011, as well as ‘Strengthening of
Democracy at Grassroots in India' as Visiting Professor.
(7) Taught a 2 day course on ‘Strengthening of Democracy at Grassroots in India ,’ at
Department of Humanities, Indian Institute of Technology , Guwahati, 13-14 March, 2010.
(8) Taught a 1 unit course on ‘Strengthening of Democracy at Grassroots in India,’ at Indian
Institute of Technology, Gandhinagar, 2-3 January, 2010 and 12-13 October, 2013. Also, taught
‘Development Studies’ during1-2 November, 2014, 8-10 November, 2015 and 13-14 August,
2016.
(9) Taught 'Development Studies' at IIT, Roorkee on 1-2 September, 2017.
(10) Study assignment at Princeton University, July-August, 2007 with ‘Program on Science and
Global Security’ at the Woodrow Wilson School of Public Policy.

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(11) Taught a 3 unit course on ‘Strengthening of Democracy at Grassroots in India ,’ at Heinz
School of Public Policy of Carnegie Mellon University, Pittsburgh , July, 2007
(http://www.cmu.edu/homepage/global/2007/summer/building-democracy.shtml)
(12) Study on South Asia Nuclear Audit, Princeton University, Princeton, Summer of 2001 (with
A.H. Nayyar).
(13) Community empowerment in rural areas of Hardoi, Unnao and other districts, India, since
2000 to present.
(14) Grassroots work in rural areas of Ballia district, India, 1994 to 1998 in the area of education.
(15) Work with a construction workers’ cooperative and on communal harmony in Kanpur ,
India , 1992 to 1993.
(16) Teaching and Research at Indian Institute of Technology, Kanpur, India, from 1992 to 1993
in Mechanical Engineering.

Writings: (1) Various articles in Hindi, English, Telugu and Assamese newspapers from 1994 to
present.
(2) 'Towards a Nuclear Free World,' book in Hindi published by VaniPrakashan, New Delhi ,
2012.

Lectures: On nuclear disarmament at Indian Institutes of Technology, Kanpur , Mumbai,

Chennai and Guwahati, on Right to Education at IIT, Roorkee and on Development Studies at
IIT Palakkad.

Important Events: (1) Global Peace March for 1500 km in 88 days from Pokaran to Sarnath
between 11th May and 6th August, 1999 with the objective of global nuclear disarmament and
peace.
(2) March for Communal Harmony for 500 km in 26 days from Chitrakoot to Ayodhya between
May and June, 2002 in the aftermath of violence in Gujarat and Godhra with the objective of
containing spread of communal feelings.
(3) March to protest exploitation of underground water resources by Coca-Cola from Ballia to
Varanasi between 15th November and 24th November, 2004.
(4) March for strengthening peace and friendship between India and Pakistan from Delhi to
Multan between March 23rd to May 11th , 2005.
(5) India Pakistan Friendship and Peace March, Ahmedabad to Nada Bet, 19 to 29 June, 2018.

Affiliations: Member, Central Advisory Board of Education, MHRD, Government of India,

2004-05.

Visits to Jails: (1) 1994, Dhulia , Maharashtra for 4 days, arrested from satyagrah of Narmada
BachaoAndolan.
(2) 2001, Kanpur for 1 day, arrested from fast with textile workers of British India Corporation.
(3) 2002, Faizabad for 2 days, arrested before the organization of a workshop on communal
harmony.
(4) 2003, Faizabad for 7 days, arrested from TulsiChaura temple while on a fast to protest use of
Ayodhya issue for political purposes.

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(5) 2003, Varanasi for 2 days, arrested from Mehdiganj while protesting against a Coca-Cola
bottling plant.
(6) 2004, Varanasi for 4 days, arrested from Mehdiganj while protesting against Coca-Cola
bottling plant.

Publications
(1) ‘Robust Control Strategy for Take-Off Performance in a Windshear,’ Optimal Control
Applications and Methods, Vol. 10, 1989 (with Y.H. Chen).
(2) ‘A Deterministic Control Design for Robot Manipulators,’ CAD, CAM, Robotics and
Factories of the Future (B.L. Juneja, Chief Ed.), Vol. II, Tata-McGraw Hill Publishing Co. Ltd.,
New Delhi, Fourth International Conference on CAD, CAM, Robotics and Factories of the
Future, IIT, Delhi, 1989.
(3) ‘Aircraft Control Under Conditions of Windshear,’ Control and Dynamic Systems (C.T.
Leondes, Ed.), Vol. 34, Academic Press, 1990 (with G. Leitmann).
(4) ‘Uncertainty Bound-Based Hybrid Control for Robot Manipulators,’ IEEE Transactions on
Robotics and Automation, Vol. 6, No. 3, June 1990 (with Y.H. Chen).
(5) ‘Deterministic Control for Robot Manipulators with Arbitrary Rate of Exponential
Convergence,’ Intelligent Robotics (M. Vidyasagar and M. Trivedi, Eds.), Tata-McGraw Hill
Publishing Co. Ltd., New Delhi, International Symposium on Intelligent Robotics, Bangalore,
1991 (with G. Leitmann).
(6) ‘Aircraft Control for Take-Off in Windshear,’ Dynamics and Control, Vol. 2, No. 2, 1991
(with V. Kaitala and G. Leitmann).
(7) ‘Aircraft Control for Flight in an Uncertain Environment: Take-Off in Windshear,’ Journal of
Optimization Theory and Applications, Vol. 70, No. 1, 1991 (with G, Leitmann).
(8) ‘Deterministic Controllers for a Class of Mismatched Systems,’ ASME Journal of Dynamic
Systems, Measurement and Control, Vol. 116, March 1994.

Recent Conferences
(1) Salzburg Global Seminar, 'Untapped Talent: Can better testing and data accelerate creativity
in learning and societies?', Salzburg, Austria, 12 to 17 December, 2015, sponsored by
Educational Testing Services, Princeton, Inter-America Development Bank, Washington DC and
National Science Foundation, US.

(2) Salzburg Global Seminar, 'Measuring and Evaluating Social and Emotional Skills', Salzburg,
Austria, 4 to 9 December, 2016, sponsored by Educational Testing Services, Princeton and
National Science Foundation, US.

Description of Grassroots Work towards Empowerment of People

In 2002, even before Right to Information Act came into being, information related to
Income-Expenditure of development funds was obtained for Gram Panchayat Bharawan in
District Hardoi of U.P. after a 11 days dharna and public audit conducted. Corruption was
discovered and Gram Pradhan's administrative and financial powers taken away by District

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Magistrate. Inspired by this people obtained such details for 29 GPs and public audits conducted
in 6 GPs.

Land Consolidation in Gram Sabha Majhgaon of Hardoi was overturned after one person
had committed self immolation and more were threatening to do so. DM came to the village and
conducted a public hearing in which discrepancies in land allocation were discovered. Revenue
officials by taking bribe had done favour to big landlords at the expense of small farmers and
landless.

In 2006 a 17 days dharna was organised at Sandila Tehsil and Hardoi District
Headquarters to protest against non-distribution of supplies as part of Public Distribution System
on Below Poverty Line ration cards. The demand was to simply distribute the 35 kgs of food
grains per month on each BPL card for the last five years. All Fair Price Shop owners sought
political patronage from ruling Samajwadi Party to counter the protest. Ultimately food grains
were distributed in one village for 3 months. But this set in motion a process because of which a
series of protests resulted in supplies beginning to be distributed in various villages. Over fifty
FPS owners were suspended. RTI was used to obtain distribution registers to expose their
corruption.

A canal was de-silted by the people on their own initiative in which water had not flown
for decades and wages claimed from the administration under Mahatma Gandhi National Rural
Employment Guarantee Programme. Activists of Asha Parivar worked at various work sites as
volunteers to ensure implementation of different provisions of MNREGA like muster roll being
present on site, presence of drinking water, shade, first aid box, etc. on site, 33% women being
employed.

Land possession was taken on behalf of dalits who owned the land for over three decades,
which was encroached upon by powerful landlords, by cutting trees planted by encroachers in
GS Jajupur. Police and revenue officials were taken into confidence for this action. Earlier action
would be taken against the dalits when they would try to fell the trees to take possession of their
land under the influence of landlords.

In a number of cases Asha Parivar forced corrupt officials to return the bribes taken from
people for getting their work done. For example, a bribe of Rs. 70,000 was returned to Shyam
Bihari of GS Kaudia by a revenue official in installments which was taken to allocate good piece
of land under land consolidation. The revenue official was transferred from Hardoi to Faizabad
but the case was pursued there also until the entire amount was returned.

A Primary School was started in village Natpurwa, in which sex-work was traditionally
practiced and where Asha Parivar used to work, on demand of a former sex-worker from the DM
in a meeting at the District Headquarters.

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 Several demonstrations were organised against a Pepsi plant in Sandila in 2017 for
exploitation of ground water by the company causing depletion of water table.

A landless woman Ramdai was put up as candidate in Assembly elections from Sandila
assembly seat and son of a former sex-worker put up as candidate in Parliamentary elections
from Mishrikh seat on behalf of Lok Rajniti Manch, both belonging to Scheduled Caste category.

About 400 people from economically weaker section who have come to Lucknow from
different Districts of U.P. for earning their livelihood, especially from a SC stonecutter
community and a poor Muslim community which makes 'dholaks', and used to live in various
slums in city, got housing under Basic Services for Urban Poor in 2012 in Dubagga, Lucknow.

Since 2015 a struggle going on against big private schools of Lucknow which refuse to
admit children under the Right to Education Act which offers to the extent of 25% seats for
children from disadvantaged groups and weaker sections for free education from Classes I to
VIII. Many children have got admissions to smaller private schools under this provision.

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