IDEOLOGY OF PATTALI MAKKAL KATCHI - .ideology of pattali makkal katchi An ideology is a belief...
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Transcript of IDEOLOGY OF PATTALI MAKKAL KATCHI - .ideology of pattali makkal katchi An ideology is a belief...
CHAPTER - IV IDEOLOGY OF PATTALI MAKKAL KATCHI
An ideology is a belief system or ideas, chardcteristics of d person
or a group or a party etc., especially as form~ng the basis of an economlc
or socinl or political r!7rtern.' Generally ideologies rrndnate iwtu.rtv .In\,
two reference groups where in one group enjoys t h r social or econoniit or
political benefit of the society more than its contribution to thrb helfdr~. of
the society, and the other group feels deprived of the sdnie tvnefits,
7 while contributing to the welfare of the societ\. much more.* In c,oursc> of
time, a charismatic leader or a powerful orgdnisation chdnipions,
the cause of the oppressed. The basis of espousing thr' 1-ailst*
forms an ideology. For the ledder of CI pdrt\? orgcinisntion
which champions the cause of a socinll\~ hackward [ ~ n d
economically exploited group, a thorough invest~gd tion of the
1. Epstein, L.D. 1 Partiesew Yorh :
2. Converse, P.E. 'The Nature Belief S\~stenis of hlass Publ~cs' Dav~d
Apter (Ed) Ideolop;\l and Discontent, Kew. York : Free Press, 1965,
history of such group is e s~en t i a l .~ The causes for i t s backwardness
have to be analysed . A solution to eliminate the sufferings of the group
has to be proposed. In this process, a clear cut dnd h.ell defined ideolog\.
emerges. In Tamil Nadu the people are generdll! divided ~ n t o thrw
categories. They are namely 1. Forward Castes, 2. Rackh-ard Classes,
3. Scheduled Caste and Scheduled Tribes. Out of these three categor~es
the Forward Castes are naturally sound in wealth and education. 'I'hc!
drc socialI\~ and economicallv well advanced. As d result. the\. 'in1 dblc to
enter the government service very easil!. by dint of their merit, without
dnv s t~tutory privileges or concessions. The schecl ulcd caste nnd
scheduled tribes are socially backward and ec~nornic~~ll!, e\ploitt.cl
communities. They lack education and wenlth. Sn the\. could not tanter
government service. But Dr. Anlhedkdr taught for their cdustl dnd
brought about many changes in the constitution. The\
of the group got concessions from the Government and pushed the
others to the rear4 Vanniyar Communih was one among the other
communities listed in the Backward class. PMK under the dl nanuc
leadership of Dr. S. Ramadoss lughlighted hok soclal jusbcc wds dcn~ td
to the Backward classes for the last for0 vears. Its maln alm 1s not on\\ to
uplift the Vannlya community but all the oppressed hdck~ard cldsses,
and m~nority people. A detailed analysls of thc ~ d e o l o p ot PhlK would
provide clues for better understanding. The ideolog~es of P h l K art3
class~f~ed into two namely 1. Social ldeologv 2. Eronom~c ldeologr .
The Social Ideology of PMK aims at provid~ng educ-dt~on to thc
community, women's liberation, introduction of prohih~tion, elimination
of untouchabilitv, reservation, separation of relig~on froni politics and
settling of language issue in judicious and nmicdble manner. Education
wakes up slumbering people. PMK stands for providing compulson.,
secular and free education to all up to 15 of dge. The founder of
4. The Election Manifesto of PMK, 1st Xovember, 1989.
PMK laments on the fact that though it h a s prov~ded In Arhcle 45 of the
Indian consititution that compulson~ and free educat~on h as to be glven
to all u p to 14 years of age within a per~od of ten \'ears, ~t has not
materialised so far. It is unfortunate that the Bdchhdrd clas5es rcmdln
uneducated and ill-treated to a larger e ~ t e n t . ~ So, P11K demands thdt
the major portion of income of the Government should ht- sptmt hmith
a view to providing primary education to maximum number ot people.
Even the nursery schools should be totall\, run b\ thc C;o\~ernnlent. ?'he
dim of secondary education should be modified in order to rn'ihc one to
realise its potential so as to settle his life s u c ~ e s s t u l l ~ ~ . ~ Tht. c.olIrgitltc
educdtlon should focus on research and ~nnovdt~on In dlffcrent trclds
especially agriculture, industry, adrn~n~s t ra t~on , culturc dnd soc~al
ad\.nncement.7 PhlK is cogn~sant of the ne,thnp
Education should be made a compulson. subject of stud\ for the
development of body and mind. Folk games lihe Chadugudu, Swimming
and Chilambam should be taught to males and f e rnd~rs .~
One of the main reasons for the back^ drdness ot the1 peoplc 15 t t ~ t
they were steeped in superstition and ignordnce. l'hlh: 1 4 s that thc onl\'
solution for the elimination of superst~tron dnd ril le\~~at~on ot
ignorance is the establishment of Peru ar Alnrl-.An1 bed har Lln~\ e r s ~ h
dnd dissemination of their ideals among the people.
The self respect movement and rat~onal~srn ot T-'cri\ ~ i r , ej;dl~tr~r~s~n
and socialistic pattern of society advocated h\ Iiarl 41rirx, thc \c*htlnicnt
attack on supershtion ignorance, ill~terac\ PI 11s ot t d s t ~ 5 \ sten1
launched by Ambedkar have profound rnflucnct~ on thc nillid of
Dr. S. Ran~adoss, the founder of PMK. Theretoro ht> felt t h t t ho riol3le
ldenls of these great personalihes, i f cdrrled to thc. mri5ses In thrvr rrght
perspective, would remedv the evils wldel\ pre~alent In our sot ~ e h and
pave the way for progress.
8. The Dindppuratchi Tamil Dail!., ddted 15th Tul\ , 1989.
As regards the language issue, PhlK IS ven. flrm on the
introducbon of mother tongue as the medlum of instruction d t dll le\,cls
compulsorily. The government should glve grdnts-~n-a~d and
of Hindi or English over the culturall! and historicall\. based mother
tongue is nothing but sort of an erosion of the culture and heritdge of the
people. Hence PMK considers that the three language torniul'i men tinned
by the so called nationalists and the two langudgc. formula retr\rred to b\
the Dravidian parties would be impediments to the pri\.ilcges Iind
developments of the people. Therefore, the l ingu~s t~c pol~c\- of PhlK is a
policy of unitary policy a t the three levels naniel\. instructi~n~il Ilin!:udy,t.,
official language and associate language.'
In the election manifesto dated 20th Fcbrulir\, 1990, M ~ I I L h M ~ L ,
~ ssued bj. the PMK during the Pond~cherr\ Asseni bl\ elrctlons, 11 ~ r l s
categoricall!. declared that the entrdncc exanl~nat~on conduc tc.d to s c d r c I
students for professional courses should be scrapped ht~cnust~ thtl studtmts
from Backward and Scheduled classes d ~ d not tome up ver\ hell In t11~
entrance examinahon. It is also stated thnt tree bus pdss s l ~ o u l ~ i tw ~ I \ ~ C I I
to the students based on the incomr of the t h c ~ r parents In t h ~
appointment of Principals to the colleges pnonh should tx> given to
Backwdrd classes and Adl-Dravidas. The teacher student ratlc~ should hcb
changed with a view to enhancing the standard of teachlns-lt>arnlnp,.
11. Pattali hlakkal Katchi Kolnai Thittannal, op.cit, p.15
12. Election Manifesto of PMK, dated 20th Februar!, 1990.
Ph4K exhorts on the filling up of vacancies immediately in the educationdl
institutions. The Payment of Universit\, Grdnt Commission scales ot pa\.
to the colleges teachers was stronglv advocated h\. PhlK in the election
manifesto. In short, the ultimate aim of the educdiondl ~deolog! of T'hll;
is to enhance the standard of education and its populdrisdtion dnlong thc
backward classes and ~ d i - ~ r a v i d a s . ' ~
Reservation in education and emplovment to sociallv neglected
and economically exploited communities has kconic absolutrlv essential
and inevitable in the caste based rigid lndian sociehl, lust ds I'rddc LLnion
rights are considered to be democratic rights of the workers in ~ . ~ i p ~ t a l ~ s t
socieb, reservation on the basis of caste for the oppressed nir~lorih ot thc
people is also a democratic right in the cdstc based Ind~c~n 5ocicgr.
I demdnds that the reservation for Schtdulcd cdstr
PMK would strive hard to get the resenation on the same ratio at the
state level and at the Central level. The implementation of the hlandal
Commission report should be on adhoc basis. PhlK stresses that the
reservation policy should be put into effect not onl\. In C;o\,crnrntnt
service but also in private local body institutions cind self t~rianc~ng
institutions. The reservations should be made leeall\. teasible accordln~,
to the rdtio of population of the respective caste. \I1hilr ~niplt~nienting tht>
reservation policy in education and employment, a p r t troni thc Gcncral
c~udlifications the following considerations must alsc) be tdhr;an into
account a) People from the rural arras b) L,o~.er income groups
c) Education through mother tongue dtleclst upto ti~gher st.c.ondc~rv
education d) Lnter-Caste married peoplc e ) those ~ ' h o