Department of Translation Studies

Kannada University-Hampi


Survey and Analysis of Social Science Higher Education
Material Production Initiative in Kannada
Translation Strategies, Story of Success/Failures



Partly sponsored by the
Higher Education Sub-portfolio
of the
Sir Ratan Tata Trust, Mumbai

Project Report
Principal Investigators


Dr. Tharakeshwar V.B.
Department of Translation Studies
The E F L University
Hyderabad-500065
Dr. Usha M.
Department of Translation Studies
Kannada University-Hampi
Vidyaranya, Hospet, Karnataka- 583 276

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Content


1. Introduction 7
1.1. The Context: Language of Instruction and Material production in Kannada 8
1.2. The Problem 8
1.3. Main Objectives 9

2. Theoretical Issues 11
2.1. What is Social Science? 11
2.2. Social and Social Science 12
2.3. Social science and Shaastra literature 13
2.4. Translation 14

3. Survey Data 15
3.1. Sources 15
3.2. Secondary Sources 17
3.3. Journals/Magazines/Periodicals 17
3.4. Nature of the Survey Data 19

4. Broad Analysis 20
4.1. Social Science in Kannada: Translation/Rewriting and
Kannada Social Science 20
4.2. What is the role of Universities in publishing Social Science in Kannada? 21
4.3. What in Social Science: Subject-wise classification 23
4.4. Languages Lending Social Science to Kannada 27
4.5. Social Science publication over time in Kannada 29
4.6. Caution about the Data 31
4.7. Social Science Articles in Kannada - Less Documented? 32
4.8. Comparative Study of Two Publishers in a Year 34
4.9. 1983 to 2007/8: 25 years of Kannada Publications 36

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5. Earlier Initiatives in Social Science Material Production 37
5.1. Public Initiatives (Government) 37
5.2. Early Organizational Efforts 40
5.3. Individual Efforts/Private publishers 42
5.3.1. Two books on Medicine in 1870s 43
5.3.2. Bringing New Disciplines in Sciences 44
5.3.3. Translations from Bengali/Reformist text 44
5.3.4. Business Management in late 19th century 45
5.4. Convergence of Individual/ Private Publishers, Organizations and
Government Agencies 45
5.5. Contemporary Politic(s)al Science through Tradition 51
5.6. Creative Literature as Social Science? 52
5.7. University and Early Material Production Initiative 53
5.7.1. University as a Publisher of Higher Education Material in Kannada 55
5.7.2. Support from Central Government 59
5.7.3. Madras University Publishing in Kannada 62
5.7.4. Higher Education Material production at Karnataka University,
Dharwad 62
5.7.5. Bangalore University & other Universities in Karnataka 63
5.8. Later Efforts (both individual as well as organizational) 65
5.8.1. Private/Individual Players Continue 66
5.8.2. Organizations/Associations/Social Movements 71
5.8.3. Kannada University 75

6. Case Study: Gender Studies/Womens Studies Material in Kannada 76
6.1. Brief History of Discussing/Studying Women 76
6.1.1. Woman-centric discussions Early beginnings in the reformist and
nationalist context 76
6.1.2. A Discipline for Studying Women Emergence of Womens Studies 77
6.1.3. Womens Studies in Karnataka 77

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6.2. Course Content 78
6.3. Workshop on Translation of Gender Studies Concepts into Kannada 81
6.3.1. Workshop Session details 82
6.3.2. Report of the Workshop 83
6.3.2.1. Background 83
6.3.2.2. Aim 84
6.3.2.3. Features 85
6.3.2.4. Study Materials for the Workshop 86
6.3.3. Outcome of the discussions in the Workshop 87
6.3.4. Key Issues in Womens Studies 87
6.3.4.1. Administrative 87
6.3.4.2. Curricular 88
6.3.4.3. Teaching 88
6.3.5. Recommendations of the Workshop 89

7. Conclusion 90
7.1. General Remarks 90
7.2. Problems of having a Social Science in Kannada 91
7.2.1. Lack of a coordinating agency or a stocktaking agency
or a documentation agency 92
7.2.2. Mechanism to convert the will and the resources into an Initiative 94
7.2.3. Translator Training, Professionalism in Translation 94
7.2.4. Professionalism in translation publishing 96
7.2.5. Marketing 97
7.2.5.1. Catering to the existing market 97
7.2.5.2. Creating a market 98
7.2.5.3. Creating the supply because there is a demand 99
7.2.5.4. Supply creating demand? 99
7.2.6. Coordination between initiators of Higher Education Material production,
Scholars of the subject, teachers of the subject, students/learners 99
7.3. Issues of Translation and Success/Failure 100

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7.3.1. Translation Strategies 101
7.3.1.1. Literal translation 101
7.3.1.2. Summary translation 102
7.3.1.3. Localization 102
7.4. Further Recommendations 103
7.4.1. Documentation of Translations 104
7.4.2. Interdisciplinary Theme Oriented Readers 104
7.4.3. Dedicated Website/Blog/E-group 105
7.4.4. Syllabus Reform 105
7.4.5. Training in Translating & Editing 106
7.4.6. Traffic between Foreign languages and Indian languages along
with English 106
7.4.7. Coordination between NTM and Other Organizations/Players
for Quality Intervention 107

Appendix:
1. Data Entry Templates 108
2. Workshop Invitation 113
3. Additional Data for Womens Studies Case Study 114
4. Subject-wise Classification of Mysore and Kannada University Publications 124
5. List of Glossaries Available in Kannada 126
6. Photographs 129
7. Tentative Gender Studies Glossary 137
8. Social Science Translators Handbook 187



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List of Tables
Table No. 1: Places of Fieldwork
Table No. 2: Periodicals Surveyed
Table No. 3: Translations into and Social Science in Kannada
Table No. 4: Nature of Publications
Table No. 5: Subject-wise Classification of Publications
Table No. 6: Comparative Analysis of Subject-wise data of Primary and Secondary
Sources
Table No. 7: Source Language-wise Classification of Publications
Table No. 8: Decade-wise Classification of Publications
Table No. 9: No. of books and Articles
Table No. 10: Number of Social Science Articles in Kannada for 6 months in 2007
Table No. 11: Kannada University and Navakarnataka Publications in 2009

List of Graphs
Graph No.1: Translations into and Social Science in Kannada
Graph No. 2: Nature of Publications
Graph No. 3- Subject-wise Classification
Graph No.4- Comparative Analysis of Subject-wise data of Primary and Secondary
Sources
Graph No.5- Source Language-wise Classification
Graph No.6- Publications over the Years
Graph No.7- Number and Percentage of Books & Articles
Graph No. 8- Number of Social Science Articles in Kannada for 6 months in 2007
Graph No. 9- Percentage of Subject-wise publications in 1983


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1. Introduction
Since the introduction of universal education system under the aegis of colonialism,
coupled with nationalist initiatives within that paradigm, there have been efforts to equip
Indian languages (with the exception of Sanskrit and Prakrit, and other non-scheduled
minor languages) to handle new areas of knowledge production. Though the primary and
secondary education system were able to completely adopt the Indian languages as
medium of instruction, tertiary education, by and large, adopted English as the medium of
instruction, notwithstanding the efforts made in this direction to switch over to Indian
languages.

But there are several signs of change that are visible in the scenario. With the
democratization of higher education in recent times in India, we have seen that the space
of higher education is not homogenous, as it used to be earlier. But these heterogeneous
groups, which occupy the space of higher education today, have a particular characteristic
in common. This common characteristic is that most of them come from rural and
disadvantaged background. Most of them have carried on their primary and secondary
education in one of the Indian languages as medium of instruction. When they enter
higher education/tertiary education, they face the problem of non-availability of resources
in Indian languages after their schooling.

Material production in Indian languages is the need of the hour. More and more people
who are trained in an Indian language medium are knocking on the doors of higher
education, and there is a push towards expanding the realm of higher education to meet
the challenges of the 21
st
century, as knowledge is seen as capital. There is a lack of
material for teaching in Indian languages such as Kannada, in higher education. Though
there have been attempts in the past 100 years or so in this direction to meet the demand
for material in higher education in Kannada, the problem still persists. At the same time it
is important to look at the early initiatives of material production and analyze them in
terms of translation strategies adopted and the goals that they had set for themselves. It is
also important to know whether these initiatives achieved their objective.

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1.1. The Context: Language of Instruction and Material production in
Kannada
In most of the Universities in Karnataka, though the language of instruction is English,
the language of examination has become Kannada since the 1980s itself. Also, today,
some of the teaching happens in Kannada even in the post-graduate courses in
Humanities and Social Sciences. This is the way the Universities themselves have
responded to the pressure that has been exercised on them by the new entrants into the
field of higher education. Interestingly, even the field of research in Social Sciences and
Humanities has opened up to Kannada as the language of not only knowledge
dissemination but also knowledge production, as more and more students are opting for
writing their research-dissertations in Kannada. In early 1990s Kannada University was
established to produce knowledge of all domains in Kannada, and also knowledge
pertaining to Karnataka and Kannada in any language.

Apart from these initiatives, in the newly established universities by and large the
language and instruction, though officially not declared, has become Kannada. So, the
number of students who are pursuing higher education through the resources available in
Kannada is increasing. Since early 1990s, the Government of Karnataka has also not been
giving permission to open new English medium schools, though from the present year it
has accepted to teach English as a language from the First Standard. Now this generation,
schooled in Kannada medium, is knocking on the doors of higher education. There is now
a need to create resources for learning as well as production of knowledge in Kannada for
these people.

1.2. The Problem
This project has looked at the earlier initiatives to produce higher education material in
Indian Languages and has tried to assess the reasons for their success or failure. Our case
study was Kannada in this context. We were also looking at what are the issues that
might have contributed to the response of the target readers, for whom these initiatives
were addressed. We have tried to look at issues such as strategies of translation adopted,

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poor production/marketing, the initiative itself being not compatible with the changing
demands of the academics i.e., mismatch between the need of the target readers and the
content of the material produced etc. We also took another route asking, what are the
books/articles/translations that are used in higher education today? Were these materials
intended for use as higher education material? If not, why are they in use in higher
education?

We have attempted in our project to answer some of these questions to trace the way they
impinge on the success or failure of an initiative in material production. We also looked
at those translations which have been received well by the target readers so as to
understand the factors responsible for their reception. This was essential to learn lessons
for the fresh initiatives in this field to be fruitful.

This project was intended to identify the factors that affect the success or failure of
material production/translation of Social Science material in Kannada in terms of its
usefulness for the end users and also the way these factors influence the use of the end
product.

1.3. Main Objectives
1. Survey of the Higher Education Material (pertaining to social science) production
initiative in Kannada

2. To find out the various factors including translation strategies that affect the
success/failure of material production in Indian languages

In order to achieve the above objectives we undertook the following:
1. An extensive fieldwork to collect data about the social science material in
Kannada, which was our language of case study, was undertaken. The
documentation of the data collected was carried out in MS Excel sheet, to discern
any broad trends in the area. The paratextual elements of some of these texts were
looked at to analyze the objectives of these initiatives, and also whether they were

10
successful or not, and also the factors that affect their success/failure. It was also
to determine the relationship between the parameters of selection, strategies of
translations, nature of production and marketing/accessibility of the publication
and the success/ failure/ extent of use of the translated text or the textbook. This
study would help us to finalize the parameters of selection of texts for translation,
strategies of translations and the nature of production and marketing/accessibility
of the new initiative that would be taken up as part of this project.

2. We specifically looked at materials available in the field of womens studies/
gender studies to do some in-depth analysis of the materials available, the gaps,
and the nature of translation and earlier initiatives in the field. As part of this
exercise we took up a few case studies of initiatives of material production in the
field of gender studies to ascertain their success/failure and the factors responsible
for it. We organized a workshop for this purpose in March-April, 2009 at Kuppali,
where two scholars of translation studies, two scholars of the field i.e. gender
studies, five teachers and ten students of womens studies from various
Universities in Karnataka, participated. The idea was to involve all the
stakeholders in the process in analyzing the usefulness of translated higher
education material in a discipline/area of study. The intention was to identify in
the workshop the factors for the success/failure of an initiative, and from the
analysis of the data collected, to come up with suggestions for future translators of
social science higher education material into Kannada, especially Gender studies,
our case study area.


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2. Theoretical Issues
The main hurdle that we faced in the execution of the project was how to define some of
the key concepts: Social Science, Translation, and Higher Education

2.1. What is Social Science?
The problem in the project started with defining the concept of social science itself. It is
easy to give a definition of social science, but difficult to apply it in the sense of
identifying a particular piece of writing as social science. Let us proceed with the
definition of social science and also the history of its constitution, and then discuss the
question of problems of its application in our case study.

Social Sciences are described as that field which attempts a systematic study of various
aspects of human society in a strict sense. But in another sense all disciplines except
physical science and arts are included in the social science. The disciplines designated as
humanities are sometimes put under the social sciences, sometimes designated separately
or sometimes social sciences are included under the rubric of humanities, sometimes
enumerated separately. These practices of nomenclature in academics seem to be matters
of convenience or contingency, or backed by a history of its usage in a particular space.
So it is important to construct both a particular/spatial genealogy of the usage of the
concept as well as a general/more globally accepted one.

If you trace the genealogy of disciplines i.e., to early Greek period, then philosophy was
the umbrella term under which all branches of knowledge were organized. But by 20
th

century philosophy occupied a small space in humanities as a discipline which employs
interpretation as the main method of producing knowledge not empiricism. Those which
employ empiricism (testifiable/re-examinable) as the main method of enquiry are
considered sciences; again the sciences are divided into two: Physical/Natural and Social
sciences. A discipline like History which depends on interpretation of events/ texts/
artifacts sits uneasily in social science. Linguistics and Poetics, though generally in
humanities, are qualified to be in social science.


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But many social sciences employ both positivist and interpretive methods, so it would be
untenable to have a classification on the basis of methods. With all these problems we
decided to exclude only the Natural sciences and what is generally considered as creative
literature (novels, plays, stories, poems etc.) from the list of social sciences. Though it
solved the problem at the level of training the research assistants, another problem
cropped up while looking at the Kannada material. It is one of the differences between
Social Science and the Social.

2.2. Social and Social Science
When we encountered the texts in Kannada, we found that the line that distinguishes the
social and social science is blurred. It needs some explanation, that is, the object of
enquiry and enquiry are indistinguishable in many cases. To be precise the expression of
social in textual form and its study/its knowledge in textual form is hard to distinguish.

Of course the problem exists not only in Kannada per se but also in general. Are the two -
textual expression of the object of enquiry and the textual production of the subject
which is producing the knowledge - indistinguishable or does one impinge on the other?
Is the criterion in distinguishing the two, whether one is disinterested production of
knowledge or interested one (knowledge/power nexus)? Or is it the claims of
disinterestedness that marks a text as social science or not? Is the method employed by
the text the marker that signifies the social science or the social? What about feminist
texts and gender studies texts, is the boundary between the two clearly marked? Can we
extend the logic to nationalist historiography and say it is not historiography but
historical? Or again are the boundaries blurred? Is there a dynamics between the two
which we are unable to theorize and use? If it is so, then it is beyond the purview of the
present project. So, if we have collapsed the two in our survey then it is because of the
larger problem.

But in individual cases we can make a distinction between the social and social science,
though there may not be any theoretical rationale that we could offer. If so then can we
say that in Kannada context the two are interchangeably used? For example, though we
could make a distinction between theology and religious texts, the libraries club the two

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together. How do we find the rationale to separate the two and impart it to the research
assistants who are not primarily trained in that discipline or area of enquiry? Or is it that
the higher education teachers and students/teachers are using the social texts as social
science texts because there is a paucity of social science texts?

So we operated with a broader definition of social science where we excluded only the
science (natural/physical) and what is generally designated as creative literature.
Sometimes we have also included creative literature in our discussion; the rationale for
such inclusion will be clarified, while discussing the earlier initiatives in material
production.

2.3. Social science and Shaastra literature
In pre-colonial India the discourse of social science and science were not different from
that of literature. Both, what we today call as literature and social/science, were literature
in the sense, they were vangmaya, kaavyas (of course Shaastra Kaavyas) and Saahitya
too. Here it is apt to recall what Foucault tells us about the difference between literary
texts and knowledge texts in his well-known writing What is An Author. He says that
the knowledge was authenticated by the name of the writer in the pre-modern period
while literature was anonymous and with the advent of print-technology and publishing
industry, literature got the author and the authentication of knowledge (social science
and science) was now carried out by procedures of investigation (research
procedures/science). I would argue that what Foucault said about knowledge texts in pre-
modern Europe is also true of pre-colonial India.

In pre-colonial India if the author of the text was not a guarantee (though in most cases he
was), it was tradition that authenticated it. In that sense a procedure-authenticated
knowledge text is a colonial practice in India. Because there were certain institutions
emerged that were guaranteeing the use of the procedures (Missionaries, Bureaucrats i.e.,
those whom we today call as Orientalists), there was a community that was examining
the procedures (Royal Asiatic Society, several journals etc.). In pre-colonial India we
hardly see any such institutions of authentication; in a broader sense we can call
discussions in the court (of the king), as a way of authenticating the shaastra.

14

But we also need to remember via Foucault and Said that there was a knowledge/power
equation between the social science that these institutions that came up in the context of
colonialism, produced/authenticated and the ruling colonial power in India. If so, then
what was Nationalism trying to do? What is its role in social science? What was
happening in Indian languages? The post-colonial turn that the Indian social science took
in 1980s was not so much decolonizing but critiquing the nationalist social science. All
these questions are broader questions to be addressed in a larger project than the present
one.

As part of constructing the history of literature of Indian languages, and looking for
models of writing from the earlier era, there was an interest in the available textual
materials in Indian languages, both on the part of orientalists and nationalists. Some of
the earlier shaastra literature thus recovered made it into print form in this period. Madras
University in collaboration with Oriental Manuscripts Library brought out several such
Knowledge texts in Kannada, which were on various subjects. Our project has included
these shaastra literatures also as social science, and considered them as
translation/rewriting from Sanskrit.

2.4. Translation
Translation, in the context of this project, is used to refer to the process of circulation of
knowledge of various aspects of human society either from one language to another or
within a language. Generally translation seems to have taken place only when there is a
source text movement from one language into another or from one register of language in
a particular language into another. But, here we have also considered a single target text
which may have multiple source materials in the source language or a target text which is
partially modeled on a source text. Such translations which are based on multiple source
texts/or partially modeled on a source text, have been named as rewriting in our data
analysis. If the model/method is taken up from social science, but the study has happened
in Kannada, then we have tried to analyze them as source texts in Kannada not as target
texts, i.e., as social science in Kannada, not as translation.


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3. Survey Data
3.1. Sources
As part of the project, mainly the survey aspect, it was decided to collect all available
social science publications in Kannada, both in book as well as in article form. But there
was a limitation of time and financial/human resources, so it cannot be said that the data
is comprehensive or complete or representative in any form; it is somewhat arbitrary, but
this arbitrariness itself may be a virtue in terms of reflecting the use and availability of
these books in certain libraries. We also bought several books as part of the project,
mainly the textbooks which are currently in use in colleges, during our fieldwork, and
also by going to the exhibition of books held as part of All Indian Kannada Literary Meet
held at Chitradurga during 2009.

The data was collected primarily by visiting places/libraries/personal collections/
consulting resource persons/ authors/translators. The following places/people were
consulted to put-together the survey data:


Sl.
No.
Place of Field Work

1

Mysore
a. Mysore University Prasaranga
b. Mysore University Library
c. Maharaja College Library
d. Meeting with Director of Prasaranga
e. Meeting people who were involved in earlier translation
projects in 70s & 80s
f. Mysore University, Department of Womens Studies

2 Bijapur
a. Bijapur University Main Library
b. Bijapur University Torave campus Library
c. Womens Studies Department and its library

3 Kuppali (Shimogga dt.)
a. Kuvempu Kannada Research Center and
b. Dr. K.C. Shivareddys personal collection


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4 Gulbarga
a. Gulbarga University main library
b. Gulbarga University Department of Womens Studies library

5 Hyderabad
a. University of Hyderabad Library
b. English and Foreign Languages University Library
c. Osmania University Library
d. Kannada Sangha, Kacheguda

6 Mangalore
a. Karnataka Theological College, Basel Mission
b. St. Aloysius College Library
c. University College Library
d. Mangalore University Library

7 Chitradurga
a. Visiting Book stalls at All Indian Kannada Literary Meet Books
purchased from various small publishers which were generally not
available in leading book stores

8 Poona
a. Deccan College
b. Fergusson College
c. Bhandarkars Institute

9 Dharwad
a. Karnataka University Main library
b. Sociology Department of the University
c. Department of Womens Studies
d. Vidyavardhaka Sangha
e. Karnataka College
f. Kittel College Library

9 Bangalore
a. Govt. Arts College Library
b. Mythic Society Library
c. Kannada Sahitya Parishat Library
d. Gandhi Sahitya Sangha, Malleshwaram

10 Chennai, Madras University Library

11 Kolkata
a. National Library
b. Serampore College Library &
c. William Carey collection library

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12 Hampi
a. Main Library, Kannada University-Hampi
b. Sirigannada Library
c. Department of Translation Studies Library

13 a. Personal Collection of Dr. Tharakeshwar V.B.
b. Personal Collection of Dr. Usha M.

Table No. 1: Places of Fieldwork

3.2. Secondary Sources
Apart from collecting the first hand information, we also looked at the secondary sources
available to give a sense of comprehensiveness/representation to the data. The following
secondary sources were consulted:
1. Kannada Grantha Soochi, Vol.1-9, 1971-2003, Mysore: Prasaranga, Mysore
University
2. Sirigannada Granthakartara Kosha, 2000 (1959), by Venkatesha Sangali, Bangalore:
Kannada Pustaka Pradhikaara
3. Kavicharite Vol.1-3, 1916-1929, R.Narasimhachar, rpt. Bangalore: Kannada Sahitya
Parishat.
4. Karnataka Kavichariteya Anukta Kriti Soochi, 1967, by S.Shivanna, Mysore:
Kannada Adhyayana Samsthe, Mysore University
5. Several volumes of Samaaja Vijnana Lekhana Darshana, Hyderabad: Southern
Regional Center, ICSSR
6. Database of translations at Department of Translation Studies, Kannada University-
Hampi
7. Publication list of major publishers in Kannada such as Prasaranga, Kannada
University-Hampi; Navakarnataka Publications, Bangalore.
8. List of books published in Kannada, as prepared by Central Library, Govt. of
Karnataka, as obtained from National Library, Kolkata for the years 1983 and 2008.
3.3. Journals/Magazines/Periodicals
The following Academic Journals, Magazines and Newspapers were looked at for the
period mentioned against their name to see the quantity of translation of Social Science
materials in these periodicals (academic or otherwise). With the help of Data Entry

18
operator of the University (Dr. Sridhar Rao Pisse) we were able to track the translation of
literature too in these periodicals to find out the ratio of the publication of literature,
social science and science related translation material in Kannada.

Table No. 2: Periodicals Surveyed
Sl.
No.
Name of the Periodical Volumes/Issues covered
1 Sankramana 1966-2003
2 Kannada Sahitya Parishatpatrike 1971-87
3 Hosatu 1999-2009
4 Ankana 1980-82
5 Rujuvatu 1983-88
6 Sanchaya 2008-09
7 Vijnana Sangati 1993-1998
8 Deshakala 2007-09
9 Sankalana 2003
10 Parichaya 1987
11 Karnataka Bharati 1970-91
12 Sakshi 1970-81
13 Shoodra 1979-1982
14 Janapada Vichara 2001-03
15 Viveka Prabha 2001
16 Vijnana Bharathi 1972-75
17 Pustaka Prapancha Vol. 41-48
18 Prabhuddha Karnataka 1948-50
19 Manasa
20 Kannada Adhyayana Univ Pub.
21 Dravida Adhyayana Univ Pub.
22 Shasana Adhyayana Univ Pub.
23 Achala 1997-2001
24 Tushara December 2008-March 2009
25 Sudha December 2008 to March 2009
26 Taranga September 2008 to March 2009
27 Agni March 2009
28 Hi Bangalore November 2008
29 Lankesh (Gauri) March 2009
30 Mayura December 2008 to March 2009
31 Prajavani December 2008 to March 2009
32 Kannadaprabha December 2008 to March 2009
33 Samyukta Karnataka December 2008 to March 2009
34 Vijaya Karnataka December 2008 to March 2009
35 Udayavani December 2008 to March 2009

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3.4. Nature of the Survey Data
Though we have looked at more than 8,000 texts, if we exclude the information culled
out from secondary sources, the entries that we have would be around 6,000. Out of this
we could enter only 5,200 texts in the Excel sheet. The earlier plan was to enter the data
directly into the data-base in digital format. But as the software was not ready during the
time of the fieldwork, we collected the information related to each text that we looked at
(excluding the information collected from the secondary sources) in a sheet which had
information fields, that was essential for the database. The collected data entered in Excel
format was only to the tune of 5,200. But when we looked at the data for analysis, we
found that there were some entries which were not complete or there was some problem
or the other in entering the data. Again we cleaned up the entries and the final data on
Excel sheet came to 3934. If we had re-entered the data instead of cleaning it, the number
of entries would have gone up to 5,200 and if we had included all the data that we
actually had looked at, it would have gone up to around 6,000. What we present below is
the broad features of the cleaned-up data that we have on Excel sheet.

These broad features might just give us a broad idea about so many issues that the project
is investigating. But a word of caution is warranted, as the data is not comprehensive and
not representative, neither of the subject nor of the decade. Therefore it may not be useful
for making specific arguments. In order to overcome this problem we had to take up so
many minute case studies, which we discuss after presenting the broad features of the
data in Excel format.


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4. Broad Analysis
The broad analysis of the data was taken up and is presented below. We tried to analyze
the data in terms of whether it consists of translations/rewriting or research conducted in
Kannada; who the publishers were; what the share of different disciplines/areas of
knowledge in our data is; the language/s from which it is translated; decade-wise analysis
of the data; whether the data comprises articles or books etc.

4.1. Social Science in Kannada: Translation/Rewriting and Kannada Social
Science
Out of the total 3934 entries 55% of them qualified as translations with a single source
text, while another 1607 i.e., 44% were also translations but used multiple sources or
were summary/abridged translations with modifications; together these two form 96% of
the social sciences in Kannada (See Table No.3 and Graph No.1 below). Only 144 entries
were social science research that used Kannada as the language of research
documentation. A large chunk of this is the social science research that has happened in
Kannada departments of various universities in the fields of Yakshagana, folklore,
community studies which are in vogue since 1980s. This kind of research continues in a
more visible form in Kannada University Publications, which predominantly uses
Kannada to document the research that happens in various disciplines/fields such as
Kannada studies, Sociology/Anthropology, Development Studies, Tribal studies, Folklore
studies, Linguistics, Womens Studies, Translation Studies, History etc. Interestingly
Kannada Social Science texts of earlier times are also books/articles that document local
histories, epigraphs, temple architecture etc. Karnataka Itihasa Parishat organizes every
year annual conferences, where several papers are published by scholars belonging to
various fields/disciplines on local history or sources related to local history. Selected
papers are published every year. Kannada University also brings out various journals in
several specialized areas of study. The following are the list of journals brought out by
Kannada University: Abhivruddhi Adhyayana (Development Studies), Mahila Adhyayana
(Womens Studies), Janapada Adhyayana (Folklore Studies), Budakattu Adhyayana
(Tribal Studies), Shasana Adhyayana (Studies in Epigraphy), Hastaprati Adhyayana

21
(Studies in Manuscripts), Kannada Adhyayana (Kannada Studies), Dravida Adhyayana
(Dravidian Studies), Charitre Adhyayana (Historical Studies).

Sl.No. Nature of Entries Number of Entries
1. Translations 2180

2. Re-writings 1607

3. Kannada Social Science 144

4. Unknown 3

Total 3934
Table No. 3: Translations into and Social Science in Kannada





Graph No.1: Translations into and Social Science in Kannada

4.2. What is the role of Universities in publishing Social Science in
Kannada?
If we look at the data surveyed, which predominantly comes from the libraries which are
connected with higher education (Universities, colleges, research institutes), we find that
the Universities have published 8% of the books so far published (See Table No. 4 and
Graph No.2 below). Given the number of players in the field of publication in Kannada,
Translation ,
2180, 55%
Rewriting,
1607, 41%
Source, 144,
4%
Unknown
3, 0%
Nature of Entries

22
the number of universities which have active publications wing (in fact three: Mysore
University, Karnataka University and Kannada University-Hampi, though other
Universities such as Bangalore, Mangalore, Gulbarga, Kuvempu University, Shimogga
also have publication units), this number is significant. It is also significant for the reason
that Prasaranga, Kannada University-Hampi, the number one publishing unit, is around
only for a decade and a half; only Mysore and Karnataka Universities are quite old.

If we take into consideration that this other publications include many State (sponsored)
bodies like Dept. of Culture, Govt. of Karnataka, Kannada Book Authority, Kannada
Sahitya Parishat, several Academies (Kannada Literature, Tulu, Urdu, Yakshagana,
Jaanapada etc.), Textbook Directorates, then the share of the State in producing/bringing
in Social Science into Kannada would constitute a large chunk. This is again apart from
the different agencies/departments of the Government producing several socio-politically
significant documents in Kannada, which actually have direct impact on the way the
social/political is shaped. We need to investigate further how much of social science/
concepts people pick-up through their interaction with the State or being participants/
target group of various State sponsored initiatives.

Being low priced the University publications reach a large number of readers, without
compromising on the quality of publication. Even the Govt. bodies price their
publications very low. It would be difficult for the private publishers to compete with
them in terms of price.

In fact even when the individual authors/translators publish their book (except creative
literature), there are several Govt. bodies which purchase their books in bulk like Central
Institute of Indian Languages (150 copies) and Kannada Book authority. Even the books
that are published by private agencies are generally purchased by the Central Purchasing
Committee of the Govt. Libraries to the tune of 500 copies, which generally brings back
the cost of production. So, publishing books is itself a highly subsidized/ sponsored/
supported activity in the Kannada context.


23
Sl.No. Nature of Publisher Number of Publications
1. University Publication 312
2. Other Publications 3619
3. Unknown Publications 3
Total 3934

Table No. 4: Nature of Publications




Graph No. 2: Nature of Publications


4.3. What in Social Science: Subject-wise Classification
The worry for us, all through the analysis of general patterns yielded by our data, was
whether our data is representative, how far the patterns of material production initiative
that we were looking at are generalizable from our data. When we did the subject-wise
classification of our data, and later compared it with the results of the secondary data
University
Publication
8%
Other
Publications
92%
Unknown
Publications
0%
Who Publishes?

24
obtained from Mysore University Grantha Soochi (which claims it covered 80% of the
books available in Kannada till 1968), the worry that our data is not representative
disappeared. The two are explained below with the help of Table No.5 and Graph No.3,
which represents the data of the present project, and Table No.6 and Graph No.4 which
represents the comparative analysis of subject-wise data in terms of percentage in both
sets of data. There was a difference in the way the two projects defined what is social
science and the way they defined each of the disciplines/subject areas. In order to prepare
the comparable sets of data we had to regroup the Grantha Soochi data in terms of the
present project.

Sl.No. Subjects Number
of
Publications
1. Others 1323
2. History 749
3. Religion 656
4. Political Science 316
5. Poetics, Shaastra,
Criticism
231
6. Sociology 171
7. Philosophy 165
8. Economics 151
9. Anthropology 124
10. Women's Studies 48
Total 3934

Table No. 5: Subject-wise Classification of Publications

If we look at Table No.5 (above) and also Graph No.3 (below), History formed the major
chunk of our data. It constituted 19% of our data. Of course the real major chunk in the
graph below is the category of Others, which included subjects like Education, Law,
Geography and also that which we couldnt classify. Next to History was
Religion/Theology which constituted 17% of our data, followed by subjects like
Sociology, Political science, Economics and Anthropology. Womens Studies, which is a
subject of recent origin (though we have included old texts on women and reform), was
placed at the bottom.

25



Graph No. 3- Subject-wise Classification

When we look at the data of the Mysore University Grantha Soochi as represented by the
Table No.6 below, we find that the religion is the dominant chunk that constitutes nearly
44% of the data. Next to religion is of course Philosophy, if we look at their data, there is
not much difference between the books that they have included under both the headings.
So, in effect, if we combine religion/theology/philosophy, then that forms the major
chunk of what we call as social science. Most of these are translations/rewritings from
Sanskrit.
Subjects
Kannada Univ.
data
Percent
Mysore
Univ. data
Percent
Philosophy 165 4.19 1149 17.88
Religion 656 16.68 2814 43.80
Economics 151 3.84 442 6.88
Political Science 316 8.03 232 3.61
Sociology 295 7.50 276 4.30
Women's Studies 48 1.22 99 0.75
History 749 19.04 620 9.65
Others 1323 33.63 793 12.34
Total 3934 100.00 6425 100
Table No. 6: Comparative Analysis of
Subject-wise data of Primary and Secondary Sources
Philosophy,
165, 4%
Religion, 656,
17%
Economics,
151, 4%
Political
Science, 316,
8%
Sociology,
171, 4%
Women's
Studies, 48,
1%
Poetics,
Shastra,
Criticism, 231,
6%
Anthropology,
124, 3%
History, 749,
19%
Others, 1323,
34%

26
Religion forms the major chunk in Mysore University Grantha Soochi, but not so in our
data. Mysore University Grantha Soochi was prepared with the objective of documenting
all the books available in Kannada, while we were looking at only the social science
material in Higher Education. In keeping with our objectives, we visited the libraries
which are part of Higher Education institutions, while the Mysore University project
consulted all kinds of libraries. This might explain to some extent the drop in percentage
of religious texts in the present project data compared to that of the Mysore University
project. But we cannot rule out the possibility that the translation/rewriting of religious
texts has come down to major extent in relation to what it was in 1968. But it is a major
chunk even now.

If you leave out the category of Others, which is a major chunk in our data and not so
significant in Mysore University data, and also religion/theology/philosophy, then
History constitutes the major chunk in both. History seems to be the dominant social
science subject in Kannada. This might not have anything to do with the discipline in the
higher education context as such, but more to do with what is seen as the needs of the
people for all kinds of local histories (literature of language, religion, temples, district,
city, village, institutions, organizations, community, family etc.) from colonial period,
when it caught the imagination of the people, to the present. It may not reflect in the
disciplinary mechanisms such as syllabus, examination, but is purely operative in the
public domain and could be political as well.

But there seems to be an almost similar pattern emerging with respect to other social
science subjects like Sociology, Political Science, and Economics. The difference is that
the decrease (if at all we can interpret the difference between the two sets of data as
representing the chronological trend) in the percentage of religious texts in the present
data (after the caveat in the earlier paragraph that it could be due to the factor related to
using different sets of libraries for our data collection) seems to have been credited to
subjects like Sociology, Political Science, and to the category of Others, wherein other
newer subjects/areas have come into play in the field of Higher Education.


27


Graph No.4- Comparative Analysis of Subject-wise data
of Primary and Secondary Sources


4.4. Languages Lending Social Science to Kannada
Unless explicitly claimed, it is very difficult to say whether a book is a translation or not,
whether it is based on a source text or on other translations, especially when it is of
summary nature. For example a book on some of the basic tenets of Mahatma Gandhi
with biological details is hard to say whether is based on earlier Kannada
books/translations or based on a book in Hindi or English. We have considered them as
rewritings/translations as they cannot be called as Social Science originating in Kannada.
But when it comes to identifying whether it has come from other languages or from
Kannada, unless otherwise evidence is available in the body of the paratext, we have
called them as Kannada books; this constitutes 10% of the total data, which includes the
3% that we identify as Social Science that has come in Kannada while discussing the
nature of data in Table No.3 and Graph No.1. But when we had a fair idea that this is
from some other language but have masked it for various reasons (they might not have
acknowledged the source language or author as they wanted to avoid getting into
copyright problems), then we have put it under Unknown.
0.00
5.00
10.00
15.00
20.00
25.00
30.00
35.00
40.00
45.00
Kannada Univ Percent
Mysore Univ Percent

28

English seems to be the predominant lender of social science into Kannada. It constitutes
34% of the total data (See Table No.7 and Graph No. 6). 32% of the books are identified
as Multiple language sources. If we look at undergraduate textbooks of social science in
Kannada most of the books are based on an English book but claim that they have looked
at all available textbooks in English, and also they indicate the available books in
Kannada on that subject. These texts constitute the major chunk of the category Multiple
language sources. But English would be the predominant language among the multiple
languages. Thus English language seems to be the major source of social science
knowledge/discourse for Kannada.












Table No. 7: Source Language-wise Classification of Publications

If we look at Sanskrit as source of the texts that form part of our data it is also quite a
significant one. It constitutes 9% of the data almost equal to Kannada. But the category of
other languages which includes both other Indian languages and other foreign languages
(though hardly any) constitutes 12%. We see that a book on the ideas of D.D.Kosambi,
comes into Kannada through Telugu. A Telugu book/interpretation of D.D. Kosambi by
K. Balagopal, a well known civil rights activist, is translated into Kannada before
Kosambis books are translated from English into Kannada. There are very few
translations of other European languages books into Kannada and majority of them are
translations through English. So, other languages, i.e., other than English, Sanskrit and
Kannada are also a sizeable component in shaping social science in Kannada.
Sl. No. Languages No. of Entries
1. English 1324
2. Multiple Language Sources 1260
3. Others 469
4. Kannada 418
5. Sanskrit 350
6. Unknown 113

Total 3934

29




Graph No.5- Source Language-wise Classification

4.5. Social Science publication over time in Kannada
Our data comprises books from 19
th
century to 21
st
century. We have classified the data
in terms of decades but we have clubbed the pre-1900 publications together as also the
post-1990 publications. The pre-1900 publication constitutes only 1.6% of the overall
data and is insignificant in terms of number. We have included them to look at what kind
of initiatives were there prior to 1900. While the post-1990 data constitutes a major
chunk of our data amounting to nearly 40% (See Table No.8 and Graph No. 6 below). It
is very significant in terms of number and shows the contemporariness of the data. The
contemporariness of the data comes from the practice of most of our libraries, which keep
only the recent/latest books and often discard or keep away the older books (so that no
one can spoil/use it!).
Multiple
Sources, 1260,
32%
English, 1324,
34%
Kannada, 418,
10%
Sanskrit, 350,
9%
Others, 469,
12%
Unknown, 113,
3%
Source Language-wise Classification

30
Sl. No. Decade No. of Publications
1. Before 1900 63
2. 1901-1910 34
3. 1911-1920 56
4. 1921-1930 110
5. 1931-1940 125
6. 1941-1950 288
7. 1951-1960 424
8. 1961-1970 287
9. 1971-1980 266
10. 1981-1990 576
11. After 1991 1560
12. Unknown 145

Total 3934

Table No. 8: Decade-wise Classification of Publications

If we leave the beginning and the last time period, the middle decades show a particular
trend. From 1900 onwards the number of social science texts in Kannada move from
0.86% in the first decade of the 20
th
century to 10.78% in the decade ending with 1960.
There is a steady growth during this period. But during the decades of 1961-70 and 1971-
80 the percentage is 7.3% and 6.76% respectively. Again in 1981-90, it jumps to 14.64%.
We were wondering what could be the reasons for this slump; does it reflect on the non-
representational character, in terms of time, of our data or is there something else there?
In which case, this trend needs further investigation.

Otherwise we see a steady growth in volume of social science texts in Kannada over the
last century.



31


Graph No.6- Publications over the Years


4.6. Caution about the Data
Though while discussing our data we have used the word books or texts, our data
comprises both books as well as articles. Articles are more from the recent times than
from the older period. The following Table No.9 and Graph No. 7 represent the number
and proportion of books to articles in our data; i.e., 81% of our data comprises books and
19% comprises articles.
6
3
,

1
.
6
%


3
4
,

.
8
6
%

5
6
,

1
.
4
2
%

1
1
0
,

2
.
8
%

1
2
5
,

3
.
1
8
%

2
8
8
,

7
.
3
2
%

4
2
4
,

1
0
.
7
8
%

2
8
7
,

7
.
3
%

2
6
6
,

6
.
7
6
%

5
7
6
,

1
4
.
6
4
%

1
5
6
0
,

3
9
.
5
5
%

1
4
5
,

3
.
6
9
%

0
200
400
600
800
1000
1200
1400
1600
1800
Decade-wise Classification of Publications

32

Sl.No.
Type Number
1. Books 3201
2. Articles 733
Total 3994

Table No. 9: No. of books and Articles



Graph No.7- Number and Percentage of Books & Articles


4.7. Social Science Articles in Kannada - Less Documented?
While there are attempts to document the books in Kannada, the articles which appear in
magazines and newspapers are hardly documented. The only consolidated effort in this
direction is by the Indian Council for Social Science Research. Indian Council for Social
Science Research has taken up the task of documenting the social science articles that
come in journals/magazines/newspapers subject-wise. It has a center devoted exclusively
for this purpose called National Social Science Documentation Centre-NASSDOC. Apart
from publishing surveys of English publications in social science in India, the regional
center in Hyderabad also publishes surveys of social science articles periodically in
3201
81%
733
19%
No.of Books
& Articles
Books
Articles

33
Kannada, Telugu and Malayalam languages. It publishes bibliography on topical issues
too.

But many do not know about this service/publication. Even the ICSSR website nowhere
mentions that it has brought out such surveys in Indian languages. Below we give the
table that reflects the nature of social science articles publication in Kannada based on
one of the half-yearly survey (the first half of 2007) published by ICSSR titled Samaaja
Vijnana Lekhana Darshaka, Vol.22, No.1, 2007. It is compiled by S.R.Gunjal and
K.C.Patil both located in Dharwad, for ICSSR.

The magazines/newspapers that they have looked at are: 4 mainstream newspapers, 3
general weekly magazines, 10 monthly magazines, and 2 bi/tri monthly magazines. There
are 258 articles published in these 19 magazines/newspapers in 6 months.

And then if we look at average number of social science articles that a newspaper/
magazine in Kannada publishes in a span of 6 months, it is 258/19=13.58, which is quite
a healthy average.

Nature of Articles Number of
Articles
Percentage
Kannada 126 48.84
Translations 92 35.66
Rewritings 40 15.50
Total 258 100.00

Table No. 10: Number of Social Science Articles in Kannada for 6 months in 2007

If we look at the table above (Table No. 10) and the graph below (Graph No. 8), the
Kannada social science articles which are originally written in Kannada and other articles
which are either translations or rewritings are almost equal i.e. 48.84% and 51.16%
(35.66%+15.5%).

34


Graph No. 8- Number of Social Science Articles
in Kannada for 6 months in 2007

4.8. Comparative Study of Two Publishers in a Year
In order to understand the nature of publishers, we thought of comparing the publications
by two leading publishers in Kannada. For this purpose we chose the Prasaranga, the
publication division of Kannada University-Hampi and Navakarnataka, a private
publishing house that is well-established and has been around for since 1960. We wanted
to know how many translations/social science texts that they publish in a year.

If we look at Table No. 11 we find that Kannada University has published 64 books in
2009. Only two out of these are translations. Poetics/Criticism dominates the publication
which includes research on Literature, followed by History (16), then Linguistics (7),
then Sociology (4). This is not representative of the kind of publications that Kannada
University publishes in terms of subject-wise publication, but in terms of number of
translations it is representative. If we look at Kannada University publications, the
number of translations is very less; it is not surprising given the mandate of the
University, that it publishes mainly research work on Kannada and Karnataka. There is
not much research on Kannada and Karnataka in English to be translated regularly into
Kannada. Even whatever is available in English, has not found its way into Kannada
through translation. While to bring in all knowledge into Kannada, from whichever
language it is in, is one of the stated objectives of the University, it is not reflected in its
publications.
Kannada Translations Rewritings
Number of Articles 126 92 40
48.84%
35.66%
15.5%
0
20
40
60
80
100
120
140

35
On the other hand, Navakarnataka Publications, which is a private agency, in its earlier
avatar used to publish mainly Marxist/leftist books and was the sole marketing agency for
Raduga and Pragati Prakashana, which were translating books into Kannada. But with
perestroika, the publication profile of Navakarnataka has changed considerably. It, unlike
Kannada University-Hampi, reprints the books which are out of print. Thus in 2009 it has
published 395 books and out of which 65 are translations, the number includes reprints
also. Unlike Kannada University it also publishes creative literature. History has
occupied the major chunk of Navakarnataka Publications (58). Education and law are the
other two subjects which prominently figure in Navakarnataka publications list, which
are quite absent in Kannada University-Hampi publications. If we look at Navakarnataka
publications, it has started publishing, what we generally call popular books, like books
on personality development; in our classification we have put these books under
education.

Table No. 11: Kannada University and Navakarnataka Publications in 2009

Subject
Kannada University
Publications 2009
Nava Karnataka
Publications 2009
Kannada Translation Total Kannada Translation Total
Education 0 0 0 38 1 39
Linguistics 7 0 7 13 0 13
Law 0 0 0 15 1 16
History 16 0 16 58 23 81
Literature 0 0 0 30 21 51
Anthropology 0 0 0 3 0 3
Poetics/Criticism 33 0 33 6 0 6
Sociology 4 0 4 4 0 4
Political Science 0 0 0 2 1 3
Women's Studies 0 2 2 1 0 1
Economics 0 0 0 1 0 1
Philosophy 0 0 0 4 1 5
Psychology 1 0 1 5 0 5
Religion/Theology 0 0 0 4 0 4
Science 0 0 0 146 17 163
Others 1 0 1 0 0 0
Total 62 2 64 330 65 395

36
Apart from the difference between the two publications what is common among both the
publications is that they have good marketing network all over Karnataka.

4.9. 1983 to 2007/8: 25 years of Kannada Publications
If we look at the number of books published in 1983 and 2007/8 in Kannada, the number
has increased considerably. Of course this is only the official figure given by the Central
Library, as it collects copies of all the published books in Kannada. It is a mandatory rule
for the publishers to send a copy of the book to the main central library. But in Kannada,
where there are several small time publishers and author/translator publishers (who
generally mention family members name as publisher), this rule is often ignored. But in
spite of that we can assume that this number is more than 90% accurate. In 1983 the
number of books published in Kannada was above 1000, now it has crossed over 2000.
Literature dominates the scene, followed by basic science (including biographies of
scientists) and then what-to-do, how-to-do kind of books, i.e., operation manuals, repair
manuals; this is followed by History, and then by other social science subjects. The
scenario has not changed much.



Graph No. 9- Percentage of Subject-wise publications in 1983

Political Science
2%
Sociology 1%
Economics 0%
Anthropology 4%
Theology/
Religion 5%
History 10%
Philosophy 1%
Women's Studies
0%
Literature 57%
Science 20%
1983 Publications in Kannada

37
5. Earlier Initiatives in Social Science Material Production
To understand the nature of earlier initiatives in social science material production we
culled out information regarding the objectives, target group, success failure, translation
strategy used, nature of publication, number of copies printed, reprints, languages from
which it was translated/rewritten etc. for over 50 books. In order to collect the required
information, the paratextual information was documented digitally, then it was
chronologically placed and then various analyses were conducted. While choosing these
books we kept in mind that it represents various initiators, various objectives, different
periods and we also included a few which were not representative but exceptions, but
represent the exceptions in general. It is exceptional only in the sense that it goes against
our commonsensical understanding of how the situation is, or could be; otherwise it may
as well be representing a particular trend in Kannada publication history or higher
education material production initiative. The oldest among these is a History book
translated in 1873 and the latest being a book on practical psychology written in 2007.
So, this data covers a span of 134 years.

In the data we have looked at three publications (1873, 1914 & 1924) by Government
Department of Public Instructions, which are actually meant for School students, as
Universities entered the scene only in the decade of 1930s. We thought that some of these
initiatives are worth looking at. Then we have looked at certain organizations and
institutions which are non-government but operate in the public sphere. We have looked
at nine such cases, and we have looked at more than twenty private publishers to
understand the nature of earlier initiatives to bring in social science into Kannada.

5.1. Public Initiatives (Government)
We have looked at three books here:
Year Name of book
1873 Hindudeshada Charitravu
1914 Mysore Samsthanada Charitrasaara
1924 Grihakarya Nirvaha Krama

38
The first one is a book that was translated into Kannada for the use in schools under
Madras presidency, on the direction of the Director of
Public Instructions: Hindudeshada Charitravu, Henry
Morris, 1873 (5 reprint), Mangalore: Govt. School
Book Department (Sarakaari Shaala Pustaka Khane).
The source text for this translation was Henry Morris
The History of India, which seems to have had wide
circulation during that period as a school textbook. It
is evident from the fact that it had seen 5 editions by
1864; the English version mentions the number 34
thousand below the line Fifth edition. Not only then,
but even now in March 2010 Morriss History has
been reprinted. The Kannada version which came out in 1873 also claims that it is the
fifth edition. The English version was published by
Madras School Book Society, while the Kannada
version was published in Mangalore (which was part of
Madras Presidency) by Government Schoolbook
Department. It has a glossary (of both places and
people) at the end. All these are carried in Kannada
also. Though this book was meant as a school
textbook it seems to be better than some of the
present day History of India books, in terms of
organizing the content, presentation, publication
quality etc. The English version seems to be in use even now at other stages of education
going by its reprint, though the schools today may not be using it (as they dont use single
author books any more at school level). Interestingly the author of the English book is
called as Henry Morris Dhore (the ruler) in Kannada. The Kannada version, apart from
having a glossary, has a time-line and a map of Mughal lineage, the list of places that are
under British today and from whom they won them, list of Governor Generals of India,
important years in the achievements of Clive, a bio-timeline of Warren Hastings as
Appendices. Interestingly in the appendix the word Indya is used, while the book also

39
uses the word Hindoodesha for the same throughout the book. They are used
interchangeably, and there is no consistency in using them.

While the above book was used in Kannada schools under Madras Presidency, the
following was in use in schools of Mysore region: A Brief History of the Mysore in
Kannada, Mysore Samsthanada Charitrasaasara,
M. Shama Rao, 1914, Mysore: Department of
Public Instructions. The book starts with reference
to the Maharaja and his Dasara procession, and
claims that the history of Mysore is the history of
his ancestors. It has four sections: the first section
quickly covers the period from Jaina and Buddha
period in Karnataka followed by Kadambas,
Pallavas, Gangas, Hoysala and Ramaanujacharya,
Vijayanagara kings and the battle of Talikota, at
the end of the section, followed by a chapter on
Hindoo Raajya Krama. The second section deals
with Yadavakula kings, the third deals with the
Muslim rule of Hyder Ali and Tippu and the fourth
deals with the reinstallation of Hindoo kingdom,
with Poornayya rule as Diwan, Krishnaraja Odeyar, British commissioners rule and
Chamaraja Odeyar. At the end of the book we find a list of 60 books published by
Department of Public Instructions, Mysore. Interestingly M. Shamarao was the Inspector
General of the Education Department in Mysore Government.

While the above book seems to be for the consumption of school children in Mysore,
there was another book on Mysore History published by the Government for general
public in 1916: Annals of the Mysore Royal Family (published by the order of his
highness Maharaja Sri Krishnaraja Wodeyar IV G.C.S.I., Part I; Mysooru Samsthanada
Prabhugalu Srimanmaharjaravara Vamshavali, Shri Manmaharajaru Nalvadi
Krishnaraja Wodeyar, G.C.S.I.yavara ajnyanusaaravaagi, Mysore: Govt. Branch Press).

40
The author Ramakrishna Row B., in his preface, claims that Part I covers the period up to
1799 and the second volume covers up to the present. Thus the Government seems to be
not only constructing the history of Mysore, which is king-centric, but also taking efforts
to spread it among its subjects.
M. Shamarao was also instrumental in getting a book written on household work
management to teach girls in the schools. Mahila Seva Samaja, an organization that runs
schools for women in Bangalore, was visited by the
then Diwan of Mysore, Sir M.Vishweshwaraiah,
along with M. Shamrao; then on the suggestion of the
Diwan, Shamarao ordered the writing of the book. The
task was assigned by the Samaja to the author (B.
Ramaiah) who was a Superintendent at the General
and Revenue Secretariat. Thus the textbook for girls in
schools GrihaKaarya Nirvaaha Krama, B. Ramaiah,
Bangalore: Dept. of Public Instructions, Mysore, 1924,
came into existence. The author has a 3-page preface
in which he claims that he has used foreign words in
the book, when it was essential. Though he has
avoided the use of gramya words, he claims that the
book is still readable. He also says that he has used the summary technique as many of
the chapters have the strength to become separate books.

5.2. Early Organizational Efforts
Year Name of book
1905 Chittorina Muttigeyu
1911 Shikshana Meemamse
1920 Begam Samaru
1926 A University for Karnataka: A Statement of the problem with a symposium
of opinions
1930 Jagattina Swatantrya Sangrama


41
Apart from Government initiatives (whether Mysore, Madras or Bombay) we also find in
this early stage organizations such as Karnataka Vidyavardhaka Sangha located in
Dharwad, which was part of Bombay presidency,
taking up certain initiatives. It came out with a series of
publications called Vaagbushanagranthamaale. The 34
th

book in the series came out in 1905: Chittorina
Muttigeyu, author: Kaarnataka, 1905, Dharwad:
Karnataka Vidyavardhaka Sangha. In this book the
author claims that the book is written to introduce facts
of the matter to the readers who are dumbstruck due to
blindness caused by the spark of the heroic qualities of
the westerners. He claims that he has used the material
produced by the professionalism of English and
Maharashtra authors to dish out this book, but due care
has been taken to see that it is cooked to give a different taste to the Kannada readers.
Thus there seems to be a rewriting of colonial historiography in terms of Kannada/Indian
nationalism.


Under the auspices of Karnataka Vidyavardhaka Sangha, in 1909, Karnataka Grantha
Prasaraka Mandala was formed to bring out useful books in Kannada which would help
in the development of Kannada called Karnataka Grantha Prasaraka Mandala. They
wanted to publish around 200 pages every year and create a base of around a thousand
subscribers on whose share the series would run. For this purpose it created a share of
Rs.5 each to raise the required amount of Rs. 5,000. The secretaries of the publishing
series were: Venkatesh Bheemarao Alur and Ramachandra Madhva Mahishi.

The first book in the series was: Shikshana Meemamse, Venkatesha Beemarao Alur,
Venkatesha Narasimha Magadala, 1911, Dharwar: Karnataka Grantha Prasaraka
Mandala. It was a translation of Herbert Spencers Education (1861). The
writer/translator calls the book as Roopantara. He claims that the source text is so famous

42
that it has already been translated into French, German, Italian, Russian, Hungarian,
Dutch, Danish, Spanish, Swedish, Bohemian, Greek, Japanese, Chinese, Marathi,
Bengali, Hindusthani etc. He says that there was an attempt to translate this text 5-6 years
ago by Krishnarao Srinivasa Hunagunda, present Acting Headmaster, High school,
Belgaum, but it did not come through. The
author/translator claims that, I attempted the
translation 3 years back, when I was in college. I have
changed the examples and other non-familiar issues to
familiar issues so as to not affect our countrys social
structure and vamsha parampare. It is interesting to
note that the book is translated so as to not affect the
social structure and vamsha parampare (tradition?) of
the target culture. At the end of the preface the
author/translator also adds a comment on Spencer that
the book is short of Adhyatma as Spencer wrote this
book in the context of development of Physical
sciences, and has therefore given more importance to it. This book got a prize from
Karnataka Vidyavardhaka Sangha.

Another book published by Vidyavardhaka Sangha was: BegamSamaru, S.A.Kulakarni,
1920, Dharwad: Vidyavardhaka Sangha. It is based on Vrajendranatha Vandopadhyayas
book. In his 2-page preface the author says that, There are not many history books in
Kannada, so I have tried to write the books with evidence. The notes in English, in this
book, might bother you but it is necessary for the truth claim of the book. There seems
to be a particular notion of History being shaped/ evident in such efforts.

5.3. Individual Efforts/Private Publishers
In our data we also found that individual efforts or the role of private publishers was also
crucial in this period. Some of these early efforts are examined here. We have also
included books which are not strictly social science, but necessary to understand the
history of producing education material in Kannada.

43

5.3.1. Two books on Medicine in 1870s

Sootikashastrada Sangraha, Outlines of
Midwifery: Developing Its Principles
and Practice by Conquest, Translated
from English into Canarese by S.
Arokeum Pillay, 1874, Bangalore
&
Mahamaariyu, Shrimbaka Sakharaama
Shiravalakara wrote in Maharashtra
language (Medical Officer of Hospital of
Mirji princely state) tr. Printed in
Bombay in 1879. The Marathi version
was published in 1878. Name of the
translator is not mentioned.


The translator/Author of Sootikashastrada Sangraha is also the author of A Treatise on
Asiatic Cholera; and he has translated (into Canarese) H. Maclems Treatise on Small
Pox and Vaccination, and of a Handbook on Hygiene. The cover page is only in English,
while the Kannada title of the book appears on the third page. It has a preface by Edward
Balfour in English to the Canarese, Tamil and Telugu editions. The book was translated
into Hindustani by the preface writer in 1851. The following are said to be the objectives
of the translation: 1. to provide a textbook for native medical students, 2. to improve the
practice of native midwives and 3. to make known to the learned men of India, the modes
followed by the people of Europe in aiding women when in natural labor as also when
labors are difficult. In 1871 Edward Balfour ordered the translation of the book into all
major south Indian languages; but the Malayalam version was not received; so he says
that he is printing the other three. All the versions including his translation into
Hindustani are bilingual versions, each page in English followed by the Indian language
on the opposite page. The translation also contains a 3-page glossary at the end.

The other book Mahamaariyu, was authored by Shrimbaka Sakharaama Shiravalakara in
Maharashtra (Marathi) language. The source author was a Medical Officer of Hospital of
Mirji princely state. The book was translated and printed in Bombay in 1879. The
Marathi version was published in 1878. The name of the translator is not mentioned. The

44
objective of the book, if we go by the preface of the author, seems to be to inform all the
poor people about how to avoid the problem, and also to rural people where the medical
facilities are not available. The source book itself is based on several reports prepared by
the eminent doctors.

5.3.2. Bringing New Disciplines in Science
Graduates Trading Association, which was a premier publishing house in Mysore in late
19
th
and early 20
th
century, brought out a series of Science
Handbooks from 1884 onwards, the first being Pranishastra
(by Raghavendra Rao) in 1894. 1,000 copies of each book
seem to have been printed. The same Raghavendra Rao asked
Dasappa B.N., lecturer in Maharaja College, Mysore to author
a book on mineralogy so as to complete the series. This book
is dedicated to the eminent scientist Homi J. Bhabha with his
kind permission. The preface by the author mentions four
books as the source books for mineral resources of India along
with some Chemistry and Geology books: Khanijashastra,
B.N.Dasappa B.A. (Maharaja College Lecturer), 1896, Mysore: Graduates Trading
Association.

5.3.3. Translations from Bengali/Reformist text
Reform seems to have been translated into Kannada from Bengali, Marathi and Telugu,
the first available reformist text in our data is: Bhaarata Mahila, Sri Haraprasad Shastri
(author), tr. B. Venkatachar (from Bengali), 1884. The objective of such translations
seems to be defined by certain nationalist moorings, as the author claims that Only our
people can understand our women, outsiders cannot understand our women. So it is better
to use the books on Stree Dharma written by our people rather than books written by
outsiders for the benefit of our women. So rejection of knowledge on women produced
in/by the west seems to be in operation behind such claims; it is not the question of
changing the examples and accepting the larger argument in western knowledge texts, but
preferring the one authored by an Indian. The book is published by the translator.

45

5.3.4. Business Management in late 19
th
century
We also see during this period, books like: How to do
Business, Vyaaparabodhini, 1897, Hanumanta Sanjiva
Nagara, Belgaum. This book was 4
th
in the series
Karnatakabasha Sevaka Grantha Maalike - 4. The author was
an Assistant master at Sir Dasan High school, Belgaum. He
has written a preface which claims that the book is written
based on books well known in America and England and if
the second reprint is necessitated then the book would be
enlarged and revised with additional information. It is
claimed that this book would be useful for business people.
500 copies of the book were printed.

5.4. Convergence of Individual/ Private Publishers, Organizations and
Government Agencies
There seems to be a combination of Government forces, Organizations and individuals
working together in producing/translating certain texts in Kannada during this period.
The case of The Pleasures of Life by Lord Avebury (Sir John Lubbock) translated into
Kannada as Samasara Sukha, by Hanumanth
Govindarao Deshpande in 1915 (1926 second
reprint), published by the translator in Dharwad, is a
case in point. The translator was the Headmaster of
the Training School, (Training College for men) at
Dharwad. He has also authored several books on
History starting from 1893. Some of these were not
mere translations and he holds the copyright for them
too. He has written a book called Great Britain,
Ireland Deshagala Samkshipta Varnaneyu (A Short
Description of Great Britain and Ireland, with special
Reference to the History of England), which has 3

46
appendices. The revised and enlarged edition of this book came out in 1893. In 1895 he
wrote the book Mughal Badashahi Poorvardha, and published it. He was also a senate
member of Mumbai University and was the administrative officer of Sri Vidyaranya
Prakashaka Samsthe, a publishing agency which brought out a number of books under the
series Sri Vidyaranya Pustaka Maale. Under this series H.G. Deshpande also brought out
many books among which the noteworthy ones are: A two volume
4 part history of Karnataka titled Karnataka Saamraajya
Modalaneya Samputa Bhaaga 1 & 2, Eradaneya Samputa Bhaaga
1 &2. The first volume came out in 1926 and the second one came
out in 1929. Apart from these he has also
authored many books on various Kings of India,
who were projected as national icons by the
nationalist discourse. Some of the books are also
printed with suitable pictures/drawings. Because he occupies such a
status in the early period in terms of social science texts, especially
History, it is interesting to look at his translation of Lord Aveburys
Pleasures of Life as Samsara Sukha.

Though Lord Aveburys name and the title of his book adorn the title page and the
Kannada title follows it, the translator in his English and Kannada preface says that it is
an improvement over the English version, as many changes have been made. This is a
classic example of how certain social science texts were translated into Kannada:

(This book) is not a close translation of the English original. Changes have
been made where necessary. Portions which were considered uninteresting
to Kanarese readers have been omitted. On the other hand, portions from
famous Western and Eastern writers have been added to further illuminate
the ideas in the various essays. The English poetical pieces have been
replaced by apt Sanskrit and Kanarese quotations from Ramayana,
Mahabharatha, Bhagawat, Bhagawadgita, and the works of Kalidasa,
Bhartrihari, Purandaradasa etc

47
In this edition, two noteworthy improvements have been made. First,
Kanarese verses from Nagarasas beautiful Kanarese Bhagawadgita have
been inserted. Second, short lives of Western writers, quoted in the book,
have been given in the appendix
There is a paucity of good Kanarese books suitable for being prescribed as
textbooks for University examinations and in High schools. It is hoped
that SAMSARA SUKHA will be competent to remove this long felt
want. (Second edition preface in English, iii &iv).

In his Kannada preface to the first edition he establishes the popularity of the English
book in terms of its reprint and copies printed (27 years, 42 reprints, 5 lakhs), and that it
had been translated to most of the European languages, and
also probably into all the languages of Hindoosthan, which
were currently in use. What seems to have impelled him to
undertake the task of translation is that while the book had
been translated into all these languages, it was not available in
Kannada. The changes wrought by the translator exemplifies
the politics of translation undertaken during the colonial
period in towns like Dharwad, where the principal argument of
the English source is retained, while the examples which
support the argument are replaced by local Sanskrit/Kannada examples. The fourth
chapter of Samsara Sukha titled Kannada Basheyalliya Uttama Granthagalu (Choice
of Books is the corresponding chapter title in the English version) is a classic example
of this process. The classics of the world which Lord Avebury discusses in the fourth
chapter in his book are replaced by a list of books in Kannada on various subjects. The
list is given under eight sections: Section 1 consists of Vedantagranthas; Section 2
consists of Pouranika Padyakaavyas (Jaimini Bharatha, Torave Raamayana, Basava
Purana, Kumaravyasa Bharatha); Hadibadeya Dharma is specially mentioned as being
instructive to the womenfolk; Basavappa Shastris Naladamayanti Swayamvara,
Narasimhacharyas Dilipa Charite, Ajanrupacharite, are mentioned. The
author/translator says that there are many such books in this genre, so not everything is

48
mentioned. He further says that many are highly Sanskritized and very difficult to read
(Neminatha Purana, Leelavathi, Durgasimhana Panchatantra and Kabbigara Kavam are
given as examples of this kind); Section 3 consists of prose texts: Puranas (Srikrishnaraja
Vanivilasa, Kempunarayanas Mudramanjusha, Turamuris translation of Kadambari,
Venkatacharyas Anandamatha, Durgeshanandini, the translations of Bengali writer
Bankimchandra Chattopadhyaya), Neetikathe (translations from English of Gullivers
Travels, Aesops fables, Rasselas etc.): In Section 4 History (Itihasa): he claims that
virtually no books exist but lists around 10 books under it. Section 5 lists books that
introduce various disciplines under the heading Shastra such as Arthashastra,
Aarogyashastra, Manashastra, Khanija Shastra, Shikshana Meemamse etc. Most of these
books, especially those dealing with various science disciplines were books brought out
by Graduates Trading Association, Mysore, which was involved in publication in late
19
th
and early 20
th
century. These books were part of the series that they brought out to
introduce new/emerging areas in science. Section 6 it titled as Charitre and includes
biographies. The author seems to have made a distinction between Itihaasa, which is used
for History and Charitre to refer to biographies of individual/s, there are 20 books listed
under this heading. The seventh section lists the dramas available in Kannada and the last
section lists the Prabandhas, wherein Alur Venkat Raos Karnataka Gata Vaibhava is
listed. It has an appendix where some western writers are introduced, who may not be
familiar to Kannada readers.

The book was awarded a prize by Vidyavardhaka Sangha; also the education dept. of
Bombay presidency awarded a prize and considered this as library book in 1918. Thus
the objective of the book to be useful for school and college exams seems to have been
achieved. It was also reprinted in a decades time. The strategies of translation adopted by
this book, a private initiative of an individual, seem to have gained the acceptance of
colonial master, nationalist institutions/ organizations and also the larger public.


49
There seems to be a connection between Educational institutions and individual authors
who are mainly educated and are in Government services, not necessarily in teaching
jobs, in terms of writing books according to the
syllabus/ or to fill a gap in reading/learning
material. The following book illustrates this
case: Makkala Tidduvike (Hints and Helps to
Teachers and Parents), 1916, A.N. Subbaraaya,
Mysore: Author and C. Krishnamurthy Shastri.
The author was a teacher in the kindergarten
section of Training College. The person who
published the book along with the author was a
sub-registrar at Mysore and the Principal of the
Training College (during that period training
college invariably meant teacher training
college), and he requested the author to prepare
a book for the teachers to learn teaching techniques in Kannada on this subject. The
author in his preface claims that the book is written to cultivate good virtues among
children, the future citizens. There are many manuals in English but none is available in
Kannada.


Similarly another book: Abhivruddhi Ratnakara, S.K. Narasimhaiah,
1925, Bangalore: Srinivasa Iyengar, was also prescribed for schools.
The contents of this book had earlier been published as articles in
Okkaligara Patrike. The book is also printed by Okkaligara Sangha
Press. In the first edition 1,000 copies were printed. The author also
has written another book: Abhivruddhiya Janma
athava Saarthakavaada Baalu (Way to Happy
Life), S.K. Narasimhaiah, Bangalore: author, printed at Vokkaligara
Sangha Press. 1927. A 1,000 copies of even this book were printed.
In his one-page preface the author claims that the book is written

50
based on several books by scholars of Pourastya (Eastern) and Paschyata (Western). The
book also contains positive opinions about his books by eminent people written in
English.


D.K. Bhardwaj was a very popular writer/publisher and translator of that period. His
English-Kannada dictionary was very popular and has shaped many generations. He has
extensively written on so many issues. Some of his
books are: ed. Rangabhoomi, Sri Tulasidasa
Ramayana and author of Dampatya Vijnyana, Hindi
Swarajya, Bheeshma, Seetadevi, Jagattina Swatantrya
Sangrama, Natyaroopa Hindusthana, etc. The
following book, Santana Vijnana athava
Manovanchita Sangati, D.K. Bharadwaja, Bangalore:
Rammohan company, 1929, is worth looking at, though it doesnt actually fall under the
category of Social Science in a very strict sense. This book has a Preface by Dr.
Y.G.Nadgir, M.S., Dean, The Grant Medical College, Bombay. It is both in English and
Kannada. The author has a 3-page Author words, where he says:
if we have to bring in far reaching and important reforms in sociology
(does he mean society?) we have to keep one important theory in our mind
like our ancient rushis: the complete freedom and decision on Pregnancy
and Copulation rests with women. Except man all other animals accept
this rule. Only men by not following this rule and violating the wishes of
women are going in the direction of destruction. (p.iv)
This statement at this stage, when still the reformist discourse around women was going
around seems to be quite off the context. He also advocates sex education in schools for
young people. He acknowledges the authors of various books, without mentioning any of
them in the preface. But he has given a reference books list at the end which includes 51
books, out of which 33 are in English, the rest in Sanskrit, Hindi, Kannada, Marathi and
Bengali.


51
Another book by him, Jagattina Swatantrya Sangrama, D.K.
Bharadwaja, Bangalore: Karnataka Sahitya Prakatanamandira,
1930, is about freedom struggle in various parts of the world. His
objective is to help Kannadigas to understand the importance of
struggle for freedom, by getting exposed to such struggles
elsewhere. He acknowledges various authors (without naming
them) whose books helped him in authoring the present book, as
in the earlier book.

A book on Evolutionism appears in the 1930s, the title of the book is quite interesting:
Vikaasavaada athava Devaru Sattane? (A Book of Modern Science and Knowledge),
Kulakarni Narayanarayaru, 1930, published and edited by
Bankapurada Shivanandasunu, Hubbali. It was a private initiative.
The issue that the book takes up seems to be a hot topic during
that period and has found an echo in Kannada too. The cover page
begins with a quotation from Lord Kelvin (William Thomson, 1st
Baron Kelvin, 26 June 1824 17 December 1907). The quotation
is: "I believe that the more thoroughly science is studied, the
further does it take us from anything comparable to atheism." This
book is published under the series Vedanta Granthamaale as a
second book. The author has also written two other prize winning books on Moorthy
Pooje (Idolatry) and Gokaleyavara Charitre (the biography of Gokhale). So there was an
attempt to bring in evolutionism without atheism.

5.5. Contemporary Politic(s)al Science through Tradition
But an interesting book that sounds like a religious text but is
deeply embedded in its contemporary politics is: Mahabharatada
Sabhaparvadolagina Rahasyagalu, Venkatesha Tirko Kulakarni
Galaganatha, 1933, Haveri: author. The title of the book claims
that it reveals the secrets embedded in the Sabhaparva chapter in
Mahabharatha. The book has six chapters: 1. Dharmikateye

52
Nijavaada Soujanyavu (Religion is the true courtesy), 2. Dharmavu Pragatige
Baadhakavalla Saadhakavu (Religion is not a hindrance to progress but a means), 3.
Raastriyara Kartavyachyutiyu Rastra Vighatakavu (Non-performance of duty by
nationalists/citizens will destroy the nation), 4. Halliya Utkarshave Rastrada Utkarshavu
(Development of villages is the development of nation), 5. Aviveki Lokamatavu
Anarthakaariyu (Utilitarianism without prudence is disastrous?), 6. Raajana
Varnaanuraagavu Ujwala Prajaanuraagadyotakavu (The love of Varna by the king is a
glowing indication of his love for the people). This seems to be a political science for the
contemporary times, but couched in a language that would make the contemporary a
particular way of interpretation of tradition. The preface by the author makes it further
clear when he says that this book is meant for those who are for the good of the nation
(rastra hita maaduvavarige). The author is a well known novelist in Kannada and was
very popular in the Bombay Karnataka region. He seems to have translated Hindu
nationalist discourse from Marathi into Kannada. He was also a publisher and he used to
run a publishing house by collecting subscription from people.

In the preface he also claims that this book is intended for those who cannot afford to
buy our entire series of Mahabharata. We hope that through this the secret which is for
the benefit of bharatha will spread all over Karnataka.

Gandhi also seems to have entered the Kannada space during this time. There are many
writings but the following one seems to be interesting though it is not on Gandhi, but on
Khadi: Khadishastra, Hardekar Manjappa, Dharawar: Navajeevana Sangha, 1933. The
book was published by Alura Venkatraayaru on behalf of Navajeevana Sangha, as the
fourth in the series Navajeevana Grantha Bhandara. There is an introduction by him as
publisher. The book claims that Khadi shastra has nothing to do with Gandhi, and traces
it back to olden days. It also marks the entry of Gandhian kind of congress politics in
North Karnataka, which was earlier known for Tilak-brand of nationalism.

5.6. Creative Literature as Social Science?
The distinction between creative literature and social science if it were only a difference
in method, would be hard to distinguish, as creative writers also employ the same method

53
as that of the history researcher while writing historical novels or other genres that
portray historicity. The distinction seems to be the question of genre than one of method.
The following two books are worth looking at from this perspective:
1. Karnataka Simhasana Sthaapane, Shankara Annaji Kulakarni, publisher Sripada
Ramachandra Deshpande, Dharwad: Sri Vidyaranya Prakashaka Samsthe, 1922.
This is a novel on Vijayanagara kingdom, and looks at its
establishment as establishment of Karnataka Simhasana.
This was the time Vijayanagara had not yet caught attention
as it did after 1927, the celebration of 600
th
anniversary of
establishing the Vijayanagara Kingdom. This novel has
come out before it. This novel seems to have spread
historical awareness about the kingdom. Kannada
nationalist discourse for which Vijayanagara is so central
enters primarily through novels and plays on Vijayanagara,
though there are many historical accounts too.

The publishing house Sri Vidyaranya Prakashaka Samsthe of Dharwad seems to have
published around 15 books till 1922, mainly on history, ethics etc.

2. Sriranganagarada Konedivasa by Ksheera Saagara, Bangalore: Subodha
Mudranaalaya, 1932. It is a narrative poem on the last day of Tippu Sultan. It claims to be
authentic and gives a list of five books as reference out of which one is a Kannada book:
1. A Selection from Wellington Dispatches ed. Sidney Jones, 2. Mysore Vol. Lewis Rice,
3. Mysore Gazetteer Vol.2 Part 4. by Hayavadana Rao, 4. Rulers of India Series 5. A
Brief History of Mysore (in Kannada) by M. Shama Rao. The method seems to be that of
a research paper in historiography though the genre is a narrative poem/ballad. There are
several folk ballads available on the same theme. Even the novels in English/French are
also available on this theme. This book also has four-page notes at the end.

5.7. University and Early Material Production Initiative
Mysore University, established in 1916, was the first one outside the domain of the direct
rule of British. The University made rapid progress, but the point that there was no

54
department earmarked for Kannada and a post-graduation programme in Kannada was
something that many Kannada intellectuals were bothered about. It is only in 1929, when
B.M. Srikantia was the Registrar of the University that the M.A. Programme in Kannada
was introduced in Mysore. Only then publishing in Kannada by the University also took
shape. But prior to 1929, Mysore University did not represent Kannada or Karnataka. So
there was a demand especially from Bombay-Karnataka
region in the initial stages to start another university meant
for all the Kannada speaking areas (including those in the
British domain); later other regions also joined the
movement. Karnataka Sahitya Parishat, an apex body meant
for development of Language and Literature, autonomous
but funded by the Government in Bangalore, came out with
a report on the idea of a University for Karnataka. The
report is published as a bilingual book: A University for
Karnataka: A statement of the problem with a symposium of opinions, 1926, Bangalore:
Karnataka Sahitya Parishat. It is compiled out of the answers given to the questionnaire
circulated to eminent persons. The questionnaire was given by the Provincial Congress
Committee. The questionnaire is given at the end of the book, followed by opinions
expressed in various newspapers on the questions. After the opinions of eminent
personalities, some facts are also appended. The Karnataka University Sub-committee
constituted by Karnataka Sahitya Parishat consisted of 6 members: 1. Dr. Y.G. Nadgir,
M.S. 2. the Hon. Rao Saheb Dr. U. Rama Rao, 3. Rao Bahadur Dr. C.B. Rama Rao, B.A.,
M.D,4. Rao Bahadur H. Narayana Rao, M.A., I.E.S. (retd.), 5. Mr. M.R. Sakhare, M.A.,
6. Mr. K. Sampathgiri Rao M.A. as the convenor. Thus University and
Kannada/Karnataka were intertwined issues from the early 1920s onwards.

Though the University started publishing later, the University teachers took on the work
following the footsteps of school/high-school teachers. The following book Praayogika
Manashastrada Parichaya, N.S. Narayana Shastri, 1932, Mysore: author, is written and
published by a teacher of Psychology in Mysore University. He has a two-page preface,
in which he claims that the book is based on a lecture delivered earlier in Kannada, and

55
the written form prepared for the lecture was later published. It had been first published
in an article form in Jayakarnataka magazine; the book includes pictures. The author
apart from authoring this book was also interested in Kannada literature in general and in
translation. He has translated Bhasas play into Kannada- Pancharaatra, and is the author
of Abhinaya Kale (Natara Karavahi, Handbook for Actors) with pictures, Nootana
Pariksha Vidhana (New testing method for all teachers).

5.7.1. University as a Publisher of Higher Education Material in Kannada
The following are the books that we have looked at to understand the role of Universities
in publishing/producing Higher education materials in Kannada, we have mainly focused
on Mysore University and Karnataka University.
Year Name of book
1934 Socraticena Koneya Dinagalu
1940 Osadhikosam
1941 Greekara Tatvashastrasaara Sangraha
1945 Aadhunika Tatvashastra Samasyegalu
1957 Kalanashastra
1961 Prachya mattu Paaschatya Samskriti (Kelavu paryalochanegalu)
1975 Bharatadalli Aarthika Vyavasthe
1977 Aadhunika Europina Itihasa (1643-1848)
1978 Platovina Aadarsha Ganarajya
1979 Sangam Raajakiya-Saamajika Vyavasthe: Sangam Tamilara Aadalita
mattu Saamajika Jeevana)
1981 Saamajika Vighatane
1992 Naanyagalu

After the establishment of the Postgraduate Kannada Programme in Mysore University,
the University also constituted a committee Kannada Prakatana Samiti to publish books
of well-known scholars. It had a two-fold objective: 1. To Publish an original book or a
translation or an edited volume which expresses the necessary knowledge of/for the
modern world to the common people in subjects like literature, arts, philosophy, history,

56
religion, ethics, culture etc. in a simple modern Kannada style, in an indisputable clear
manner. 2. To publish ancient Kannada literature in a way useful to students. The present
book is the first in the first kind of publication; the first three books in the series were of
the second kind. These objectives have been culled out from the preface of the Series
Editor B.M. Srikantia. So, they were publishing old literature i.e., giving currency to the
literature that was in palm-leaf material form, and also to publish books in the areas of
social science and humanities. Science seems to be nowhere in the picture in the
beginning. But the first three books published in the series were old texts. With the first
publication in terms of social science and humanities, the first objective of the committee
seems to have come through in 1934 in the form of: Socraticena Koneya Dinagalu, Plato,
tr. A.N. Moorthyrao, Mysoru Vishwavidynilaya Kannada Grantha Maale 4, 1934 (1958),
series editor B.M. Srikantia. Though the text is in Greek language the translation is done
through the English version, the version used for the translation (F.J. Churchs
translation) and other translations (Jowett and Fowlers translations), which were
consulted, are mentioned by the translator. The translator has also introduced the text in
37 pages. Translator A.N. Moorthy Rao is a well-known writer/translator in Kannada and
a teacher of English at Mysore University. The book got reprinted in 1958.

Within the span of a decade Mysoru Vishwavidynilaya Kannada Grantha Maale came out
with 17 books. The 17
th
one was: Greekara Tatvashastrasaara sangraha, K.R.
Srinivasaiangar, 1941 (1960 rpt), Mysore: Mysore University. B.M. Srikantia was still
the series editor. In his preface B.M. Srikantia adds one more objective in this book in
1940: The need to know Old Greek literature to understand the present knowledge, as it
depends heavily on the former. He says that studying Old Greek literature is also
necessary to make a comparative study with India. The book was actually translated
during the period 1923-25. But after the completion of the book, no publisher had come
forward to publish it, citing the reason that such a book will not have any readers in
Kannada. When it was brought to the notice of B.M.Sriknatia, he had a look at the
manuscript and gave suggestions to the writer. After implementing those suggestions, he
published it in the series. The book has a 14-page English-Kannada glossary at the end.


57
Most of the other books published in the series were designed to fulfill the needs of the
Kannada P.G. teachers/students, such as Kannada Kaipidi (Handbook of Kannada),
Samskrita Naataka (Sanskrit Drama). Otherwise translation from Greek seems to be the
predominant mode, which can be partly explained by B.M.Srikantias belief that Greek is
essential to understand the modern day knowledge from West, and also his competitive
interest in Greek civilization/culture in general.

Another book related to Philosophy was published by Mysore University in 1945. This
was the 21
st
book in the series. It was later reprinted in 1956: Adhunika Tatvashastra
Samasyegalu, 1945, 1956 rpt, G. Hanumantharao, Mysore: Mysore University. By this
time the series editor was changed to A.R. Krishnashastri, Prof. of Kannada and a well
known critic in Kannada. There is not much of a difference between the preface by the
earlier series editor B.M.Srikantia and A.R. Krishnashastris. In his preface the series
editor also makes a case for publishing philosophy in general and modern western
philosophy in particular. He argues that this is also essential for comparison with Indian
philosophy, and also for people who dont know English. The authors preface to the
second edition claims that the copies of the first edition were over in a year or two. The
book has 4 pages of glossary and 18 pages of notes.

The earlier series, Kannada Grantha Maale, was continued even in this period; by 1961,
nearly 50 books in the series were out: Prachya Mattu Paschatya Samskriti (Kelavu
Paryalochanegalu) by S. Radhakrishnan, Tr. N.A. Nikam & N.S. Anantarangachar,
1961, Mysore: Mysore University, chief editor K.V. Puttappa. Mysoru Vishwavidynilaya
Kannada Grantha Maale 49. Name index accompanies the translation. The first translator
is also the vice-chancellor of the University.

The year 1956 is a turning point in the history of Kannada: the Kannada nationalism
which was seeking a single political rule for all Kannada-speaking regions was achieved
with the reorganization of states on linguistic basis in India. K.V. Puttappa, popularly
known as Kuvempu, a well-known poet, writer, novelist in Kannada, was the Vice-
chancellor of Mysore University during that time. He initiated what later became

58
Prasaranga, the publishing wing of Mysore University. He also initiated a textbook series.
It is worth looking at his preface to the series/and to the book on Calculus in Kannada:
Kalanashastra, The Calculus, M.S. Suryanarayanshastri, 1957, Mysore: Mysore
University. This was textbook No.3 in the series and was aimed at intermediate students.
K.V. Puttappa is very vocal about making Kannada the medium of instruction at all levels
in education; the formation of Karnataka, seems to have given him a new mandate. He
refers to the event in his preface. He also advocates a translation strategy, where the
concepts are retained as they are in English. In the book, Kannada words have been used
in some places along with English words, with the view that in the long run they become
familiar in Kannada, and people will use them. In his preface he speaks of the necessity
of making native languages the medium of instruction. He summarizes and groups the
arguments of those opposing Kannada as the medium of instruction into 3 categories: 1.
Lack of conceptual terms, 2. Lack of books in Kannada in the concerned subject, and 3.
Hindering interaction between various language regions. He counters each one of them:
1. Use the international word as it is (if necessary use native words as explanation),
Mysore University has already accepted this principle and published several science
books in Kannada; 2. Already there are several books in Kannada, the books published by
the university in science subjects are popular, even English medium students are using it,
the demand will create the supply; 3. Students will not encounter any problem as English
will be learnt as a language and internationally accepted terms are retained, they can shift
to English or interact with others in English. He says that because of a few govt.
employees who are on transferable job you cannot sacrifice the interest of the majority of
the people. He argues further that as the context has changed there is no need to retain
English as the medium of instruction. Indian languages are capable of expressing science.

The next shift in Mysore University Publications comes in 1966. This was the time the
Department of Kannada changed into Kannada Adhyayana Samsthe (Institute of Kannada
Studies) to develop Kannada language and literature in all fields. It branched out into
several areas and started offering M.Phil. in Kannada, Linguistics, South Indian Studies,
Folklore, Postgraduate education and research in Translation; Folklore Postgraduate
Diploma in Indian Literature and; plus a certificate course in Kannada for non-

59
Kannadigas. The institute comprised 6 departments: 1. Editing 2. Translation and
Textbook, 3. Folklore, 4. Kannada Encyclopedia, 5. Haridasa sahitya editing and research
& 6. Epigraphia Karnataka. The department of Translation and Textbook was started in
1967-68 to bring out textbooks, reference books, context books; earlier the same activity
was carried out by Prasaranga. This activity got a boost when the central government
gave green signal to develop regional languages in 1969-70 and also gave grants for this
purpose. Now the Institute has taken over the publication work. Each subject has a
section editor (generally the Head of the Department of that subject in the University).

5.7.2. Support from Central Government
If we look at the publications that came after this turn and the introduction by the series
editor, issues become clear to us. Many science text books also came during this period
even at the level of post-graduation, but we are not going to discuss them. Instead, we
will discuss only those which belong to social science:

Bharatiya Itihasa Sameekshe, K.M. Panikkar, tr. G.V. Narayanamurthy, Mysore: Institute
of Kannada Studies, Mysore University, 1975. The book is published under the Centrally
Sponsored Scheme for Production of Books and Literature in Regional Languages at the
University Level, Government of India, Ministry of Education and Social Welfare
(Department of Culture), New Delhi. The director of the Institute H.M.Nayak, is the chief
editor. Section editor is Prof. Shaik Ali B. The section, in his preface, mentions in the
first line itself that this text is already translated into Hindi, Malayalam, French, German,
Yugoslav, Chinese, and Japanese etc. and he equates Sardar Panikkar with scholars of
Western Europe. A Translators preface is also included. Earlier G.V.Narayanamurthy,
the translator, had also translated Appadorais Rajyashastra Saara for the University. He
says that he is happy to be part of the publishers efforts in serving the Kannada Mother
in her overall development. The source text in English was first published in August
1947; by 1954, it hadseen 9 reprints, and by the time of the publication of Kannada
version it was reprinted 12 times.


60
Adhunika Europina Itihasa (1643-1848), A Textbook of Modern European History by
G.W. Southgate, tr. H.S. Harishankar, Mysore: Institute of Kannada Studies, Mysore
University, 1977. This book was also published under the Centrally Sponsored Scheme
for Production of Books and Literature in Regional Languages at the University Level,
Government of India, Ministry of Education and Social Welfare (Department of Culture),
New Delhi. Copyright is obtained from the source publisher and is duly acknowledged.
H.M. Nayak is the chief editor and there is no change is preface. Sheik Ali B. is the
section editor; he cites the need to understand contemporary history as the reason behind
the selection of text. He asserts that students will be able to grasp the contemporary world
and its forces and the reasons behind them, if they read in their own language. The source
text itself is a textbook prepared keeping students and examination in mind. A glossary is
given at the end.

Platovina Adarsha Ganaraajya, tr Smt. Sethubai, 1978. Mysore: Institute of Kannada
Studies, Mysore University. This book is also published under the Centrally Sponsored
Scheme for Production of Books and Literature in Regional Languages at the University
Level, Government of India, Ministry of Education and Social Welfare (Department of
Culture), New Delhi. This is the 326
th
publication of the Kannada Adhyayana Samsthe
and the 178
th
under the textbook series. Series editor is H.M. Nayak and section editor is
K.B. Ramakrishnarao. The translators preface explains the process of translation: The
translation is based on Benjamin Jowetts English translation in 1908. I have followed the
third edition that came out from Oxford University Press. I studied it in my B.A. class.
D.V.G. asked me to translate this text in 1945. I have made a few changes in the
translation which were necessary. Greek notes have been deleted in translation and
English notes have been kept in the Kannada translation. I have used the technique that is
employed in drama to identify the dialogues and the characters.

Sangam Raajakiya-Saamajika Vyavasthe (Sangam Tamilara Adalita mattu Saamajika
Jeevana, 1979, Subramaniyan N., tr. Niranjana, Mysore: Kannada Adhyayana Samsthe,
Mysore University. This book was also published under the Centrally Sponsored Scheme
for Production of Books and Literature in Regional Languages at the University Level,

61
Government of India, Ministry of Education and Social Welfare (Department of Culture),
New Delhi. This book was published in arrangement with the Indian Council of
Historical Research (ICHR), 35, Ferozeshah Road, New Delhi-110 001. This publication,
which is the translation of a book based on a Ph.D. dissertation submitted to Annamalai
University, recognized by the ICHR, was part of the ICHR effort to bring reference books
in Indian languages. The translation was undertaken by the ICHR, and due to paucity of
funds for publication it asked the University to bail it out. The Chief Editor is H.M.
Nayak and he has a Preface which is similar to other prefaces that he has written to the
books in the series. The section Editor is B. Shaik Ali. The translator, chosen by ICHR,
is a well-known writer in Kannada. The English book was published in 1966.

In the earlier publications of Mysore University, the translatora were subject experts, in
the later stages either they were from the Department of Translation, in IKS or somebody
from outside who is also well-known in Kannada literature. In spite of Kuvempus
suggestion/objective to have English words borrowed into Kannada as it is, when it
comes to concepts and technical terms, there seems to be a contrary practice in these
initiatives: the coining of new words or deriving of new words from Sanskrit or from
already existing words borrowed from Sanskrit, or borrowing afresh from Sanskrit and
using it to denote a new meaning in the present context by the translator. Many of the
books that were printed, especially science texts, were still available for sale in
Prasaranga of Mysore University during our fieldwork there. Some of the books, in social
science, which had been textbooks for a course, are out of print, but they have not been
reprinted, maybe because the curriculum/syllabus has changed and they may have
become outdated. During the same time we also witness publication of English texts in
Social Science, mainly the research outcome of the students/faculty related to Karnataka
History/Economy.

Another feature of Mysore University Publications is that it was the first one to publish
extension lectures organized by the University, in Kannada on various
subjects/disciplines, of both Humanities/Social science and Science, which were

62
published under Pracharopanyasa Maale; the books were very handy and useful for the
general public, though not so much as higher education material.

5.7.3. Madras University Publishing in Kannada
Madras University, which was the center for learning Kannada earlier in South India at
the Post-graduate level, later started a Kannada Department. This Kannada Department
also had a publication series. The series was named Madras University Karnataka
Grantha Maala. Here the main objective seems to be of publishing the old Kannada texts
which were palm-leaf manuscripts. Here the 7
th
book in the series, Osadhikosam, eds.
Venkat Rao A. & Sesha Iyengar H. Pandit, 1940, Oriental Research Institute, University
of Madras, is discussed.

5.7.4. Higher Education Material production at Karnataka University, Dharwad
Karnataka University was started in 1950 by the Mumbai Government and later came
under the Govt. of Karnataka. It had been a long felt demand for nearly 30 years.
Karnataka University modeled itself on Mysore University, when it came to publications
in Kannada. It started a publication wing; it also started Pracharopanyasa maale and
began publishing those extension lectures in booklet form priced initially at 25 p. It
published some of the research work of its faculty/students in social science in English,
which are related to Karnataka. It took up translation from Kannada, mainly of Vachana
movement and Shiva Sharanas in a major way not only into English but also into other
Indian and foreign languages. It also brought out several old Kannada texts into book
form and established special centers/sections in the Institute of Kannada Studies.

With the support from Central Government, Karnataka University started publishing
textbooks in Kannada. One of the books- Bharatadalli Arthika Vyavasthe, Economics
textbook editorial committee: T.K. Meti, P, Karnataka University, Dharwar, 1975- is
discussed below. The book under discussion was meant for P.U.C. II year Economics.
The university seems to have constituted committees to bring out textbooks in various
subjects. The chief editor was from Department of Kannada; the subject experts drawn
from both colleges and University were part of the committee. The II PUC Economics

63
textbook had the following members on the textbook commmittee: M.B. Kanavi, S.G.
Karabhantanala, M.S.N. Rao, chief editor M.S. Sunkapura. The book was the 105
th

publication of the Directorate of Textbook, Karnatak University. It was also the Silver
Jubilee year of the University, and this book is the 14
th
publication of the Silver Jubilee
Celebration series.

Karnataka University has continued to publish even non textbook social science texts
such as Naanyagalu, 1992 (source, 1969; tr. 1974?) Parameshwarilala Gupta, tr. Annigeri
A.M., Dharwad: Prasaranga, Karnataka University. 600 copies of the book were printed.
The book seems to have been the first book to come in Kannada on Numismatics.

The Vice-chancellor in his message on the occasion of Silver Jubilee series claims that
the University is for overall development of Karnataka. He says that the directorate of
textbooks has come into existence under both Central and State Government projects and
that this directorate has published books in various disciplines such as Science, Arts,
Human science, Law, Engineering, Education, Medicine etc. for undergraduate and
postgraduate classes. He says that it is a part of the exercise to make Kannada as the
medium of instruction at college and university level. The Chief Editor in his preface
says that because of these initiatives Kannada discourse would become the vehicle of
modern knowledge. These textbooks were published under the Centrally Sponsored
Scheme for Production of Books and Literature in Regional Languages at the University
Level, Government of India, Ministry of Education and Social Welfare (Department of
Culture), New Delhi.

5.7.5. Bangalore University & other Universities in Karnataka
Bangalore University came into existence in the 1960s. It also started a publication
division called Prasaranga on the model of Mysore University. It has also published
several books, mainly textbooks in Kannada at Undergraduate level; it has also tried to
produce material for postgraduate level.


64
The book that is discussed here- Samajika Vighatane 1981, D.K. Shivanna, Bangalore:
Prasaranga, Bangalore University- was produced as an Undergraduate textbook in
sociology. The Vice-Chancellors preface to this book claims that these textbooks are
aimed at fulfilling the needs of the Kannada medium students. He also claims that the
university is also publishing extension lectures and special lectures apart from publishing
the results of individual and department research projects. The present book is published
under the centrally sponsored scheme of production of books and literature in regional
languages at the University level, with the assistance of the Government of India in the
Ministry of Education and Social Welfare, New Delhi. The preface by the Deputy
Director of Prasaranga almost reflects B.M.Srikantias preface to the series brought out
by Mysore University. The author of the book claims that the book is written according to
the B.A. syllabuses of Bangalore and Mysore Universities. A glossary is given at the end
and also the list of reference books. 15 English books and 6 Kannada books are listed
under references, out of which three are from Mysore University; one from Karnataka
University Dharwad, and two are private publications and one of which is the authors
earlier book.

Mangalore University, Kuvempu University and Gulbarga University also have
publication wings; they also publish textbooks and other books. There is hardly any
Social Science books which can be used as higher education material in Kannada among
these publications.

The private publishing kept on bringing out social science into Kannada. There were
various organizations and institutions which for various reasons brought knowledge of
the social into Kannada. Here we will not be reviewing the entire gamut of such material
production/publication/translation, as we are not writing the history of such initiatives;
nor are we discussing the function that they performed in the target society, the
knowledge of which they wanted to pass on to the members of that society; or how the
members of the society negotiated with this knowledge when they received this
knowledge about themselves in a language which was supposed to be different from their
knowledge of the things around them. Our interest here is to look at the translation

65
strategies adopted and learn lessons for the future initiatives. So the texts that we will be
reviewing after the establishment of Universities in Kannada speaking regions are limited
and handpicked to answer the above specific issue. So, the caveat is that this is not
representative by any means. But to place them in a context at the end we would like to
offer a broad picture of what was happening in a nutshell, though we dont discuss all the
initiatives.

5.8. Later Efforts (both individual as well as organizational)
Multinational publications which generally publish English books have also ventured into
Kannada publications now and then whether it is Orient Longman, Oxford University
Press, Indian Book House or MacMillan Company. The following is a
book published by Oxford University Press: Namma Halliya Viveki
(Socrates in an Indian Village) 1929 (rpts. 1945 and 1947), F.L. Brayne,
1947, London, Bombay, Calcutta, Madras: Oxford University Press.

The translators name is not mentioned anywhere. The English book
was published in 1931. The author was a Deputy Commissioner at
Gurgaon district, Punjab. It was borne out of his experience there. The preface is by His
Excellency the Right Honorable Lord Irwin, G.M.S.I., G.M.I.E., Viceroy and Governor
General of India. The author has written another book too, titled: Village Uplift in India.

Even the English version of the book is published by Oxford University Press, but it is in
this format: Humphrey Milford Oxford University Press, London, New York, Toronto,
Melbourne, Bombay, Calcutta, Madras., though the English version is actually printed at
Wesleyan Mission Press, Mysore. The title of the book in the English version is followed
by Dehati Socrat, most probably the Hindi translation (back translation: village
Socrates). The book is in didactic, in question and answer, interview format. It is claimed
that the author went to villages and spoke to the people, and he has documented what
happened then. This is known as the Gurgaon Experiment. The English version clearly
indicates that it is Socrates (a wise man) who has gone to an Indian village; while the
Hindi translation seems to be suggesting that there was a Socrates (a wise man) in the

66
village, the Kannada translation- Namma Halliya Viveki- seems to be claiming the wise
man as our village man. This needs further investigation.

Why these publishing houses, multinational and generally English book publishers,
having ventured into Kannada book publishing, have not been around in terms of
consistency, number or reach is a question that needs to be probed further. Even in 2002,
Orient Longman has published a descriptive glossary of environmental terms in Kannada:
Vivaranaatmaka Parisara Arthakosha (English-Kannada: Encyclopedic Dictionary of
Environment), eds. Shailaja R., Prasannakumar D.R., Orient Longman: Chennai, 2002.
Similarly

5.8.1. Private/Individual Players Continue
In spite of Mysore University having a publication wing, the faculty members of the
University continued to publish outside both in English as well as in Kannada. S.
Channabasappa was a lecturer in Economics in Mysore. That was the time when there
was a discussion on depreciation of the Indian Rupee. The author had just lost his mother
and he was still in mourning. Then the Kannada lecturer K.Venkataramappa asked the
author to write books in Kannada on Economics so that it would benefit people like
himself who are not able to understand what depreciation means. The book has a
foreword by V.L. DSouza, B.A., B.Com. (London), Head, Dept. of Economics, Mysore
University. The foreword is in both English and Kannada: Hanada Beleya Ilitaaya, S.
Channabasappa, 1949, Tumkur: Srikanteshwara Press and Book Depot.

This trend of private publishing initiatives continues till today, especially in the case of
writing textbooks for prescribed syllabus as evident in the following: Arthashastra Mattu
Vanijyashastra Padakosha (Dictionary of Economics and Commerce), Odeyar D.
Heggade, N. Annapoorneshwari, K. Shivachittappa, G.S. Premakumar, 2005, Mysore:
Arjun Publishing House. This book has a preface by the Chief Editor Odeyar D. Heggade
in which he says that this book is his dream of twenty years. He says that Kannada should
be able to take in all the disciplines. The book has a five-point description of who can use
this glossary and how and why it can be useful: 1. to the teachers of these subjects, 2.

67
Undergraduate and postgraduate students of these subjects, 3. Other social scientists who
might have to use these concepts, 4. People who use these concepts in their daily
transactions like business class, industrialists, Politicians, Govt. staff working in
development departments, labor leaders, labor class etc. and 5. KAS and IAS exam
takers.

Another lecturer of Psychology along with his daughter who was also a Postgraduate in
Psychology has authored the following book: Praayogika Manovinjyna, Nataraj P. and
Namrata Nataraj, Mysore: Srinivasa Prakashana, revised edition 2007. The preface
claims that in the context of scarcity of teaching material
in Kannada at college level, and with Psychology
increasingly being taught in Kannada medium the book is
a useful publication. The preface claims that the book is
written keeping in mind the syllabuses of 5 universities in
Karnataka. It also claims that to minimize the price, they
have written it in two parts and they have followed the
Manual of Experiment in Psychology. If we look at the
translation strategy the examples have been Indianized,
like names in questionnaires or models have been
converted like Raama, Krishna, Govinda, Ranga, Rudra.
The book is prepared by consulting 11 English books and
3 Kannada books, which are listed in references. Out of the 3 Kannada books listed two
are by the same author (Nataraj) and the other one is by Mysore University published in
1976. It has a 4-page glossary. Nataraj has authored another 8 books in Kannada. The
present book is published by his wife.

If Mysore and Bangalore were centers of such textbook production in South, Gadag
seems to be have been the center of such education material in North Karnataka. From
the past 100 years or so it has remained an important education material center, but most
of todays publications focus mainly on clearing the examination, which, sometimes,
cannot even be called textbooks and are popularly known as guide books. Avenue Road
in Bangalore is one such center in South Karnataka. These places publish books for

68
intermediate and undergraduate courses in social sciences based on the notes prepared by
the teacher or handed out by earlier teachers in the classroom. The guide book is nothing
but, in a way, notes handed over to students by the teachers in lieu of lectures or as
supplementary to it. The following example is a publication from Gadag prepared for the
Post-graduate course: Saamajika Rachane haagu Saamajika Badalavane (Social
Structure and Social Change), S.B. Jogura, Gadag: Vidyanidhi Prakashana, 1998. The
books is meant for I year postgraduate text for Sociology and claims that is modeled on
the syllabus of Karnataka University, Dharwar. 17 books are listed at the end as source
texts, out of which 13 are in English and 4 are in Kannada. The Kannada books are: 1.
C.N. Shankarraos Samajashastra Samputa 1; 2. H.D. Lakshminarayanas Saamajika
Stravinyasa mattu Chalane; 3. M. Nanjammannis Bharatiya Saamajika Samsthegalu
(Mysore University pub); 4. Cha.Vi. Mulagundas Samajashastra. The eminent
sociologist M.N. Srinivas concepts are discussed at the end, but Srinivas book is not
cited. The discussion on those concepts is based on secondary sources. The scholars
claim that Dumont is all pervasive in discussion of social stratification in India is proven
wrong by such textbooks that are available in Kannada as there is no mention of him
while discussing caste structure or social stratification.

Even during the colonial period Gadag was an important center of textbook production.
The following case illustrates the nationalist ideas that were secretly smuggled into the
textbook during the period: Sachitra Nibandhamaale, ed. Karaveerappa Basappa Angadi,
Gadag: Vidyavilaasa Book Depot. 1938. This book is meant to teach essay writing in
schools and colleges. It is intended to become a textbook and by 1941 it had seen 4
reprints. The introduction talks about how civilized aspects of a country (desha) are
related to the civilized aspects of the language. If we look at the content it is highly
nationalist in its nature. There are eight parts; each part has different essays, letters. The
first part has 4 essays, the first one is Bharathamaatege Vandana, and the second one is
kairaatiyinda nooluvudu; it is astonishing that these books were prescribed as textbooks
by the British Government in Mumbai.


69
There were also translations of non-textbook higher education material that came out of
individual efforts in the University era. J.S. Mills On Liberty, which was published in
1859, took more than 100 years to come into Kannada in full form. The
translation/publication has a 50-year history in Kannada: Swatantrya Meemamse, J.S.
Mill, tr. N. Rajagopalarao, B.H. Shridhara, 1961, Kumata: translators.

In his preface to this book D.V.Gundappa, the well known writer, recounts that
in 1908, in Mysore state, when restrictions were imposed on newspapers,
many newspaper printing press where left without any work, during this
period M. Srinivas Iyengar, who was the editor and owner of Mysore
Standard, the English newspaper and Nadegannadi, the Kannada
newspaper, thought of using the press to print some useful and instructive
books. On Liberty by J.S.Mill was one of the books that he had selected.
He entrusted the printing work to me, so I had to go through it several
times to proof read. Some of the difficulties that I encountered were
discussed with him and got clarified. After printing it, he asked me to
write a small introduction to it. One day M.S.Puttanna, after reading
Sumati magazine came to me and asked me, are you the one who is
translating Mills writing in this magazine?, I answered him yes, then he
said it is a good attempt but a difficult one and left.
Then D.V.G. talks about society, institutions, social change, reasons for change etc.; he
also talks about research, about looking at ourselves from others point of view to find
out our problem.

The preface by D.V.G. is followed by a list of 5 books on J.S.Mill. The translators have
also provided a 20-page introduction to Mill, placing him in a perspective, within a
context etc. At the end they say that we need to have a protective cover for Indian
Democracy, and see their translation as an attempt in that direction.

If we look at the above prefaces, we find that both research and the political agenda of
protecting Indian Democracy seem to be the objectives of this translation. This is

70
completely an individual initiative not only in terms of translation but also in terms of
publication.

Another important individual initiative in the area of literature is bringing out the
glossary of literary terms in Kannada: Vimarsheya Paribashe, O.L. Nagabushanaswamy,
1983, 1998 rpt. Ankita Pustaka: Bangalore. This book is quite interesting as it borrows
heavily from many such books that exist in English, but is yet unique in Kannada. The
writer in his preface acknowledges two Kannada books ( Ti.Nam.Sris Bharatiya Kaavya
Meemamse and Kavyartha Padakosha by G.S. Shivarudrappa and K.V. Narayan) and 4
English books (A Glossary of Literary Terms by M.H. Abrahams, A Dictionary of
Modern Critical Terms by Roger Fowler, Alex Priming edited Encyclopedia of Poetry
and Poetics, and B. Douches Poetry Handbook), and also books and articles on Sanskrit
Poetics by K.Krishnamurhty. Each entry is accompanied not only by a reading list in
English but also by a reading list in Kannada and the examples while explaining some of
the concepts is completely taken from Kannada poetry. This book saw a reprint in 1998
and is out of print. The book has an introduction by U.R. Ananthamurthy in which he
elaborates on the difference between criticism and research, between other social science
disciplines and literary Criticism and the need to model literary Criticism on social
science. Thus through this Kannada literary criticism seems to be thinking in terms of
research on the model of the social sciences.

Manohara Grantha Maale is a well known publishing house in Kannada and mainly
publishes creative literature. Many of the present established writers owe their presence
to this publishing house, especially if they are from North Karnataka. But the book that
we are discussing now is a research-oriented social science text which discusses various
strands in the discussion of History in South Asia. The German version of the book was
published in 2002 and the English version was published in 2004. In the same year i.e., in
2004, the Kannada version also appears from Manohara Grantha Maale. In terms of time
the translation seems to be ideally suited for research scholars who work with (in)
Kannada: Dakshina Asiadalli Itihasa Chintane, Michael Gottlob, tr. Arya. (2002 German
version, 2004 English version OUP, 2004 Kannada translation), Dharwad: Manohara

71
Grantha Mala. But in this book, only the introduction to the sources is translated not the
sources themselves. It has a preface by K. Raghavendra Rao, a political scientist, who
initiated the translation:
The Kannada version of Dr. Michael Gottlobs pathbreaking exploration
into the historiographical thinking in South Asia, with an exclusive focus
on India, should be warmly welcomed for more than one reason. In the
first place, Karnataka was closely associated with the planning and
production of the original English work, institutional as well as through
local historians. In a sense, this Kannada version returns to its original
habitat! Secondly, modern Kannada literary culture is over-dominated by
creative literature, with very little attention being given to discursive
writing of any kind. (P.vii).
Raghavendra Rao in his introduction also talks about lack of vocabulary in
Kannada for translation, but adds that the problem is not with the language but in
the Kannadigas who have not exploited their language resources. Immediately he
adds that the situation before independence was quite different and cites the
language of Hardekar Manjappa as a fit example of bringing social science
(political science) into Kannada by exploiting the resources that Kannada has. It
has a glossary of 3 pages. Notes to the Introduction are kept intact in English.

5.8.2. Organizations/Associations/Social Movements
Even in the context of Universities getting into producing/bringing in knowledge of the
social, the social movements also bring in several texts/ideas/social thinkers into
Kannada. This phenomenon calls for a separate study and an interesting one. Here we
only look at a few which we picked up for studying strategies of translation and
objectives of translation and the relationship between the two. So, the usual caution that it
is neither representative nor chronological applies here too. For example, we found that
Gandhi literature and his various views on social, political, moral has been the main
content of publications of many organizations/associations, though we have not discussed
any of them here. Similarly from 1960s onwards there is trickling of socialism of Lohia
kind which is also ignored here in our discussion; we have earlier discussed that

72
Navakarnataka was instrumental in bringing Marxism into Kannada language which is
again not reflected in the our analysis. There is also another trend that we have
overlooked, after 1970 with the ascendency of Dalit movement and Lohiatie movement,
the Government in 1980s decided to translate all the texts of Lohia and Ambedkar into
Kannada. We have not discussed any of these texts here as our main focus was not on
history of ideas in Kannada. The texts that are discussed here are:

Year Name of book
1946 Nadugaala Prabhutva
1952 Navachinada Arthika Pragathi
1953 Hindudeshada Grihakritya mattu Maatrukartavya -
Bhaaga 1
1960 Raashtrakana kaideevige
1993 Purusha Parikshe

Hyderabad was one of the centers of Kannada publications during the colonial period as
many Kannada speaking regions were part of the Hyderabad Nizam dominion. Both
creative literature and political literature have been published from this place, though the
Kannada literary historiography doesnt document any role related to Hyderabad.

Nadugaala Prabhutva (Interim Government), Krishnacharya Joshi, Kacheguda,
Hyderabad: raajakiya grantha prakashana samiti, 1946: This book talks about the role of
the Interim Government in 1946. It is interesting because it is coming from Hyderabad
Nizam dominion, which later refused to merge with India in 1947 and was forcibly
attached to India. The book is published by Committee for publishing political books and
has a preface by Swami Ramananda Theertha, President, Hyderabad state congress. In
the preface he claims that this book intends to explain the contemporary politics for
those who would like to understand it. The preface is in both Kannada and English,
probably written in English and then translated into Kannada. It talks also about freedom
and about language-based states, introducing contemporary politics to the novice. It has a

73
two-page glossary. If we look at the authors preface it seems to be mainly focusing on
integrating the people of the princely state with India.

Mysore, Bangalore, and to some extent Dharwad seem to be the centers from which the
organizations brought Gandhian/nationalist thought into Kannada. Tagadoor
Ramachandrarao, who was a Gandhian, founded Indo-China Friendship Association in
Mysore and was the president of it. This association has brought out several publications
including: Nava Chinada Arthika Pragati, V.K.R.V. Rao and K.A. Abbas, tr. Ma.Naa.
Choudappa, Mysore: Indian-Cheena Sneha Sangha, 1952. Tagaduru Ramachandrarao, in
his preface says that We need to move away from our westwardness and look for new
models in east, as we have not achieved anything from western orientation all these 200
years. The book is based on the report of the committee that visited China, and the
authors, well-known economists, were part of the committee. The book also has pictures.
The translators name appears at the very end, not in the cover page or title pages.
Peoples Book House, Mysore, seems to have specialized in selling such politically
oriented books.

Christian Missionaries have continued their activity in publishing in Kannada even in
post-1947 period. The following book was published in 1953: Hindudeshada Grihakritya
Mattu Maatrukartavya 1ne bhaaga, Parson C.E., 1953, tr. S. Paul Chinnappa, The
Christian Literature Society for India, Madras, Bangalore, Mysore, Tiruvella, Colombo.
The book claims that it was prepared for teaching Hindu (Indian?) and Angla Hindu
(Anglo-Indian?) girls in Mysore. It cites the following as main the sources: Those that
deal with Indian context- Mss. Branders Domestic Economy, Grihakaarya
Nirvahakrama; Mss. F.A. Steels The Complete Housekeeper and Cook in India, India
Deshada Gruhakaarya Nirvahaka mattu Paakakarta; The Textbook of Domestic
Economy and Sanitary Science, Gruhakaarya Nirvaaha mattu Aarogyashaastra
published by the Govt. of India from Calcutta.

With the transfer of power and establishing a sovereign republic, there seems to be a
worry regarding whether we would be able to sustain the system. Such anxiety has given

74
rise to many books such as: Rashtrakana Kaideevige (What Every Citizen Ought to
Know), Acharya M. Ratnaswamy, tr. B. Eshwara Bhatta, 1960, Mangalore: Kannada
Prapancha Prakashana. Though the book is published by Kannada Prapancha Prakashana,
it is published under the auspices of Southern Languages Book Trust, Madras. This trust
has published more than 75 books in Kannada, though mainly literature and translations.
The present book was the 38
th
in the series. The introduction to the book by A.
Lakshmanswamy Mudaliyar, Vice-chancellor, Madras University states that This series
covers Philosophy, religion, Science, Economics of older times. Literature, introduction
of old art forms, acting, sculpture, archaeological research, south Indian temples, all these
are also covered in this series. The praiseworthy aspect of this series is that it is
translating a book from one south-Indian language to another. The authors preface
clearly states that reading of this book is essential to safeguard democracy in India. The
book is written in question and answers form. The first print was 3,000 copies. Studying
the translations from Southern Languages Book Trust, Madras will itself be a fascinating
study.

Neenasam, is a small organization, located in a small village in Shimogga district of
Karnataka, mainly known for theater training and Drama performance. It also has a
publication unit called Akshara, which published modernist writers and is also publishing
modernist writers who moved beyond modernism. In 1990s it started a series called
Akshara Chintana Maale. The series editor was D.R. Nagaraj, who wrote an After word
to each of those publications. The objective of the series was to bring mirrors and lamps
to Kannada public sphere. To overcome intellectual amnesia. To look for alternatives to
the present hegemonic discourses. To look at the whole world through Kannada.
Purusha Parikshe, Vidyapatis stories, tr. D.A. Shankar, Heggodu: Neenasam, 1993
(Sanskrit source 15
th
century), was translated through the English version of the Sanskrit
text.

Today we find that there are many private publishers; earlier, though there were many
publishers in Kannada, you could count the number of well known publishers. But today
the number of publishers has increased. It is not difficult to publish a book in Kannada.

75
As the bulk purchasing schemes of both central and state governments are in place, the
publisher can easily get back the cost of production. Technological advances in the field
have also come to the aid of publishers. If you are a known name, many a publisher will
come calling for manuscripts. While not many publishers are keen to publish Literature,
there is an immediate demand for knowledge texts from the publishers. Being in Kannada
University, where all the faculty members are also authors of various kinds of books, we
have witnessed that, it is not astonishing to find publishers calling on us for manuscripts.

5.8.3. Kannada University
Kannada University has also made rapid strides in publishing, marketing books. It has
also won awards from various academies for the books that it has published. The way the
book is released, generally in a University programme of a grand stature or in a seminar
organized on a particular theme related to the subject of the book being released also
gives it a wide circulation not only among the peer group but also in the eyes of the
public. Kannada University might be the only publisher in Kannada where a peer review
process is followed while publishing the books. We have not selected any book published
from Kannada University as the present research is based there. But while discussing the
case study of a particular subject publications (Womens Studies) and their use among
the present students/faculty, we will discuss Kannada University publications too.

Till now we have looked at the general trend in social science publication as it emerged
from statistical analysis and also from the discussion of around 50 books. Now we will
look at the books related to womens studies subject as a case study for some insightful
analysis. The analysis written is based on the survey that we conducted of the citation
pattern in many Womens Studies dissertations across Universities in Karnataka; a
preliminary analysis of the survey data was presented at a workshop organized as part of
the project in which teachers, students, translators and scholars of womens studies
participated. This is followed by specific recommendations of the workshop.


76
6. Case Study:
Gender Studies/Womens Studies Material in Kannada
We chose Gender Studies/Womens Studies for our case study as one of the principal
investigators was a womens studies scholar in Kannada and it is a fast developing field
in higher education today cutting across disciplines in social science and humanities.
Here we present a brief history of discussion on women in Kannada, emergence of
feminism in Kannada and the Department/Centers of Women Studies in Karnataka before
presenting the data and the issues emerged in the workshop organized.

6.1. Brief History of Discussing/Studying Women
6.1.1. Woman-centric discussions Early beginnings in the reformist and nationalist
context
As has been noted by earlier studies, woman emerges as an issue for discussion in the
social reformist context. To begin with at least, it seems that discussions on woman was
part of a larger project of social and religious reform, initiated by the English-educated
natives in British India; but over the next few decades and as the debate travels across the
provinces and the Princely states, it seems that woman becomes the point for crystallizing
different interests and contentions, and discussions on woman invariably marks a point of
entry for any claimant to the public sphere.

One of the earliest translations of reformist discourse into Kannada seems to be Hindu
janaralli patiheenarada striyarugalige punarvivahavagatakka vishaya by Bha. Krishnam
Naidu (1852). Much of the reformist discourse seems to have entered Kannada through
other Indian languages such as Bengali, Marathi or Telugu, rather than from English or
the west. Another point is that, well into the 1930s and the height of the nationalist
discourse, woman continues to be the object of discussion, as evidenced here by Abala
Dourjanya by Nanjanagudu Tirumalamba (1939). While in the early years, it seems to be
a by-men-for-men discussion, by the 1930s, women enter into the discussion, using
various forums and through different forms and media. Womens Conferences are held,
articles on various issues are written by women and womens pages and columns in
magazines begin to appear.

77

6.1.2. A Discipline for Studying Women Emergence of Womens Studies
Although it is difficult to make a leap between the discussions that took place on women,
through the 19
th
and the 20
th
centuries, and the emergence of Womens Studies,
establishment of Womens University, Womens Studies Department and Centres in
various Universities and Colleges and various Womens organizations and mobilization
of women on various issues that took place from 1970s onwards, what all these indicate
is the emergence of a broad consensus about the place of women in education, both as
subjects to be reformed and as objects of study.

From the mid-80s onwards, as Womens Studies Centres and Departments take shape
through UGC initiatives in a number of Universities, invariably, women faculty members
in different disciplines and departments start to coordinate the activities of the Women
Studies Centres and Departments in their respective Universities, and attempt to shape
the research and teaching programmes. From centres for and of women to shaping a field
of study on women - has been the trajectory of Womens Studies.

If we go by sheer numbers, Womens Studies Departments and Centres are widespread
throughout the country, and can be found in Central and Regional Universities, both in
publicly funded and in privately funded types, and also in a number of Colleges.
According to the Directory of Organizations Womens Studies Centres compiled by the
Documentation Centre for Women and Children (DCWC), National Institute of Public
Cooperation and Child Development, New Delhi in 2009, there are currently 70
Centres/Departments/Cells/organizations etc. undertaking Womens studies in India.

6.1.3. Womens Studies in Karnataka
In Karnataka at present, Womens Studies as a Course of study is offered in six
Universities and one College
i) Centre for Womens Studies, Bangalore University
ii) Centre for Womens Studies, Gulbarga University
iii) Department of Womens Studies, Kannada University-Hampi

78
iv) Centre for Womens Studies, Kannada University-Hampi
v) Research Centre for Womens Studies, Karnatak University
vi) Women Studies Centre, Mangalore University
vii) Centre for Womens Studies, Mysore University
viii) Department of Womens Studies, NMKRV College for Women, Bangalore

At present, M.A., M.Phil. and Ph.D., courses are being offered in many of the
Universities mentioned above. NMKRV College for Women, in addition to a
Postgraduate Degree Course, also offers a P.G. Diploma Course in Womens Studies as
well as an U.G. course, where Womens Studies is one of the three subjects taken up for
study in B.A.

6.2. Course Content
If we look at the Course content of Womens Studies at the Postgraduate level in four
Universities Mysore University, Kannada University-Hampi, Bijapur Womens
University and N.M.K.R.V. College, Bangalore, we find that the curriculum across the
board is similar in content. Drawing from the disciplines of Literary Studies, History,
Sociology, Economics/Development Studies, Psychology, Politics, Religion Studies,
Health and Nutrition, Media Studies, Law and Education, it has evolved its own
interdisciplinary curriculum. Women are tagged along with each of these disciplines
by adding and (e.g. Women and Literature) or in (e.g. Women in Art and
Architecture) to create a Paper for study.

So one endeavour here seems to be to cull out those aspects, issues, perspectives related
to women in general from established disciplines; it is not clear from the titles of the
Papers whether they also look at women scholars and thinkers contributions to these
disciplines; it is also not clear whether these Papers are initiatives in the debates around
disciplinization and canonization, which were part of the crisis debates in the
established disciplines.


79
Besides Papers of the kind mentioned above, the Womens Studies curriculum being
examined here includes Papers on Feminist Theory and Feminist Research Methods as
also a Paper on Womens Movement. There is also the inclusion of a skill-oriented
Paper in Computer Applications, as mandated by the UGC for all Postgraduate Courses.
There are Papers on certain issues such as Globalization, Reproductive Health, Labour, as
they impact women, besides Papers on Womens Empowerment, Guidance and
Counselling for Women. The Courses also have an Internship/Project component,
followed by a project report/dissertation.

Many of these papers seem to be an attempt to give Womens Studies a contemporary,
practical or application-orientation. Looking at the Papers in the curriculum together, it is
unclear, whether the aim is to impart knowledge about women or for women.

Besides the Postgraduate Course, there are also M.Phil., Diploma and Undergraduate
Courses in Womens Studies, with Papers being more or less similar to the Papers in the
Postgraduate curriculum in design and orientation. In that sense the curriculum seems
formulaic, rather than designed keeping in mind the purpose, aim, function of the each
study programme.

Invariably, the learning material on which many of the Papers depend is journalistic in
nature. Besides, there is no attempt to validate the sources, or to confirm the veracity of
the data or evidence cited in these materials. So evaluation and standardization of the
learning materials is yet to take place in Womens Studies, if we go by the curricula
under examination.

Also, many of the Papers have no more than one or two books to refer to, thus severely
limiting the availability and access to learning material, besides making it starkly one-
sided and appear as the last word on a particular subject. For instance the Paper on
Women and Science/Technology has only Nemichandras collection of Women
Scientists biographies titled Mahila Adhyayana, and there is virtually nothing else, other
than this book as reading material for the Paper. For the Paper on Women and

80
Health/Nutrition/Reproduction, there is one book by K. Sarojamma, titled Mahile mattu
Aarogya that is available, and is often prescribed. For the topic on nutrition, the handouts
issued from the Department of Women and Child Welfare Department seems to be the
source for learning. For the topic on reproduction, the reading material used is invariably
the articles that doctors commonly write for magazines and newspapers on abortion, sex-
selection, family planning, etc. The struggles around quinine and birth control pills and
womens health, rights of the female over her body in the context of child-bearing and
abortion, which womens movements have taken up, have remained out of bounds of the
syllabus and classroom.

Much of the discussion in Women and Society has remained limited to marriage and
family as patriarchal institutions. Woman has been seen as an additive aspect or element,
and Womens Studies too is thought of and taught as an add-on or supplement to the
general study of society. With respect to Women and History, there has been some study
of women in various points in history, such as women in Independence Movement, and
the syllabus does not look beyond these focal points. In Women and Politics, womens
empowerment and Panchayat Raj continue to remain points of focus, with little else
coming into discussion via the syllabus. Women and Psychology has remained confined
to a few case studies and discussions of womens psychology.

The situation is not much different with respect to the Women and Law Paper, where
although there are some translations made mainly for use in the Court, students generally
depend on Legal Aid columns. With respect to Women and Literature, while students are
introduced to Feminist literary criticism, much of it is applied to a particular text or
author. Here too there is little attempt to historically trace the theoretical debates in
feminist criticism, or to trace a history of changing ideas in feminist criticism, or the
different literary debates to which feminist literary critics were responding.

While feminist theory is introduced to students in a Paper, there is little attempt in giving
them a sense of history of ideas in feminism, nor to acquaint them with the debates in
feminism or the various kinds of feminisms as they have emerged in different contexts.

81
Simone de Beauvoir seems to reign unchallenged as the final authority in feminism, with
no attempt to introduce various schools, movements, strands in feminism and their
differing points of emphasis. Besides, only a few concepts seem to be getting introduced
over and over again in the different Papers.

Overall, the Womens Studies student who does not know English is severely
handicapped, having to rely on limited learning material that is out-dated, ill-equipped or
partial, or is not prepared for academic purposes. The kind of training in Womens
Studies that a student gets is often general and commonsensical, rather than in a
specialized academic field of study.

The thin common-sense on which their training is based is our society is a patriarchal
society; woman is deprived of her rights; feminism and womens movement help to
secure womens rights. Students try to fit their data to this broad framework when it is
required in their exams and in their dissertations.

Through all the Papers in the curriculum what gets hammered in is that women are the
victims of patriarchal society, making Womens Studies seem thin in content a
viewpoint expressed by many students in the Workshop discussed below.

6.3. Workshop on Translation of Gender Studies Concepts into Kannada
As a part of the Project, a workshop on Translation of Gender Studies Concepts into
Kannada was held at Kuppali, Thirthahalli tq. of Shivamogga district, the birthplace of
well known poet in Kannada Sri Kuvempu from April 2
nd
to 4
th
. In this workshop which
looked at the available Womens Studies Materials in Kannada, the Citation index of
Kannada references in Womens Studies was presented; a glossary of the Gender
Studies/Feminism/Womens Studies in Kannada was also presented, along with the list of
Womens Studies materials available in Kannada translation. These materials were seen
in the backdrop of the existing curriculum/syllabi of Womens Studies courses in various
Universities of Karnataka. While presenting the translation of gender studies/ gender
related materials in Kannada the data was included not only from the project fieldwork

82
but also from the existing data that was available with the Department and Principal
Investigators. In the workshop some of the translations were taken up for in-depth
analysis. Students from different Universities and Scholars from different Universities in
India attended the workshop.

6.3.1. Workshop Session Details
Date:
02.04.09

10.30 am


Inauguration by Prof. Sathyanath
Delhi University, NewDehli
Presided by Dr. A Muregeppa
Vice-Chancellor, Kannada University-Hampi

12.30 pm



Special Lectures
1. Role of Translation in Shaping the field of Higher
Education by Shivarama Padikkal, University of
Hyderabad
2. Knowledge Circulation in Pre-Colonial India by
Prof. Sathyanath , Delhi University, New Delhi
Session Moderator : Dr. H. Nikhila, Pondicherry University,
Pondicherry
2.30.pm


Translation Patterns in Gender Studies Material in
Kannada
Presentation of field data: by Dr. M. Usha, Principal
Investigator of the project
Comments and views: by Prof. Sabeeha Bhoomigowda,
Mangalore University & Dr. L.C. Sumithra, Thunga College,
Thirthahalli
Session Moderator : Prof. Shivarama Padikkal

3.45 pm

Use of Gender Studies Material in Kannada
Presentation of field data: by Dr. Girija, Research assistant of
the project
Comments and views: by Dr. N. Mangala, University of
Mysore
Dr. H. M. Hemalatha, Womens University of Bijapur
Session Moderator : Dr. Vem. Vanaja

Date:
03.04.09


10.30 am

Use of Kannada in Curriculum and Teaching of Gender
Studies
Experience sharing and Discussion by Teachers and
Students
Presentation of field data: by M. Somesh, Research assistant
of the project

83

6.3.2. Report of the Workshop
6.3.2.1. Background: The Workshop on the translation of Gender Studies into Kannada
was organized keeping in mind the current scenario in Higher education. Feminism,
which began as an interest and involvement outside the curricular/academic structure in
the 1970s, began to enter into the curriculum of various disciplines through the 80s, and
today, it has become a part of teaching and research in the form of Womens Studies or
Gender Studies or Feminist Criticism or has been incorporated as an important
perspective in every discipline/field of study, such as Literary Studies, Sociology, etc..
Another development at the same time has been the entry into Higher education of those
belonging to a different socio-economic background than those in earlier times. Since
these entrants prefer to use Kannada as the medium of Higher education, there is a greater
and immediate need for producing learning materials in Kannada in all subjects,
including in Womens Studies/Gender Studies. Keeping these developments in the field
of Higher education in mind, the Project took up Gender Studies as case study for an
Comments and views: by Sushumna, CSCS, Bangalore and
S. B. Chavan, Karnataka University
Session Moderator : Dr. K.C.Shivareddy, Centre for
Kuvempu Studies, Kuppali

2.30 pm

Translation of concepts and creation of Usage Dictionary
in Kannada
Presentation of field data: by Dr. V.B. Tharakeshwar,
Principal Investigator of the project
Comments and views: by Dr. H. Nikhila, Pondicherry
University and Dr. Vem. Vanaja, University of Mysore
Session Moderator : Dr. Sathyanath
3.45 pm

Discussion on selected Gender Studies Textbooks
Comments and views: by all resource persons
Session Moderator : Dr S. Ashwin, CSCS, Bangalore

Date:
04.04.09
10.30 pm

Discussions on selected Translated Gender Studies Articles
Comments and views: by all resource persons
Session Moderator : Dr S. Ashwin, CSCS, Bangalore

2.. 30 pm

Concluding session
Session Moderator : Dr V.B. Tharakeshwar


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intensive study of the translation of social sciences into Kannada for the following
reasons:
i) Since Gender Studies is an interdisciplinary field of study, it brings into its
fold different disciplines, and thus can offer a glimpse into what is happening
in different disciplines.
ii) As translation of Gender Studies (or rather knowledge production on women
for both academic and activist purposes) into Kannada has at least a 100-year
history, it is possible to know the political and educational imperatives for
translation at different points of time.
iii) If we look at translation of knowledge produced in Gender Studies into
Kannada, we find that all kinds of translations have taken place, giving us a
sense of the different possibilities of translation.
iv) At present Gender Studies as a field of study is prevalent only in Higher
Education, and therefore affirms the framework for this study.
v) Gender Studies in one form or the other has come into Higher education since
the 70s, and as it today involves teaching, research and extension activities, it
may be possible to help us understand the nature of commonsensical and
advanced/specialized knowledge.

6.3.2.2. Aim: It is an assumption of the present Workshop that translation can be an
important tool in meeting the requirements of Higher education. Here translation is
understood in a broad sense as related to processes of circulation and transmission of
knowledge, not as simply the translation of one text or language into another.
Accordingly, we have taken for our analysis textbooks that have been prepared by
collating and summarizing from multiple sources, rewritings which exist as independent
texts and classroom teaching-learning activity as instances of translation, and not just
those types of textual transformations that are commonsensically viewed as translation.
Our task is to see how these different kinds of translations serve in knowledge production
in Higher Education.


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The curricularization of Feminism/Gender Studies from the context of its knowledge
production poses certain specific challenges. For Gender Studies to circulate globally,
defining and clarifying its concepts, systematization in introducing the field, effective
communication of its pedagogy, evolving a methodology of learning - all these are
essential. How all this can be done in a Higher education context that comprises students
from a different socio-economic background; what specific problems and challenges are
encountered in teaching-learning Gender Studies in such a situation; how to evolve a
methodology for effective teaching-learning of Gender Studies in the present Higher
education context the workshop aims at grappling with these issues.

6.3.2.3. Features: The Workshop, which was organized to examine the possibility of
using translation as a medium for making effective the teaching-learning of Gender
Studies in Higher education, brought together representative members from different
groups in Higher education students, teachers, translators, researchers. In order to aid
discussion in the Workshop, about a hundred pages of study materials for the Workshop
had been sent to the participants in advance. Keeping in mind the case study for the
Workshop, the teaching-learning materials gathered in the course of fieldwork were
collated and presented in the Workshop. The three-day Workshop saw discussions
structured along the following lines:
i) Three sessions of presentations and discussions based on prior study
of and reflection on how translation can help in improving the
quality of Higher education; the nature and the problems of
translations related to social science in Kannada; a broad survey of
translations of feminism into Kannada and how these translations
are being used as educational material.
ii) The Workshop -which brought together Womens Studies students,
teachers, translators and researchers of Translation Studies and
Womens studies- saw them share their experiences and opinions
regarding the understandings of Feminism, its re/production,
circulation, etc. over three sessions.

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iii) The Workshop looked at the translations that are currently being
used for teaching Feminism to see how effectively they
communicate, and in this background, what is to be the nature of
future translations (The translations selected for discussions were
based on the data collected as a part of the Project and included
different kinds of translations).
iv) As concepts are very important for communicating knowledge of/in
a particular area or subject, there were discussions in the
Workshop on Feminist concepts coming Kannada, especially with
regard to how the concepts have been translated and their
communication possibilities. In this regard, the possibility of
creating a glossary of Key Terms or Concepts in Feminism in
Kannada which would be useful for students was also explored.
v) Although the Workshop was on translating Gender Studies concepts
into Kannada, the Workshop did keep in mind the requirements of
various disciplines in Higher education, and came up with concrete
suggestions as to what role translation can play in the context of
knowledge transmission in Higher Education.

6.3.2.4. Study Materials for the Workshop: The following materials were made
available to the participants for discussion in the Workshop
i) A list of translated feminist concepts that are already in use in Kannada
ii) Data from fieldwork
iii) Translations of feminist texts/material taken up for discussion in the
Workshop:
a) Mahila Prashne mattu adara Raashtriyavaadi Parihaara (Source: Partha
Chatterjee; Tr. Shivarama Padikkal)
b) The Second Sex (Source: Simone de Beauvoir; Tr. B.N. Sumitra Bai and
H.S. Shrimati)
c) Strivaada mattu Strivaadi Vimarshe-punaarachane (Vijaya Dabbe)

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d) Prasthavane, Strivaadi Vimarshe-punaarachane (Tejaswini Niranjana
and Seemantini Niranjana)
e) Mahila Adhyayanada Taatvika Nelegalu Textbook for P.G. Diploma
(Preethi Shubhachandra)
f) Mahile, Aarthikathe mattu Abhivruddhi Textbook for P.G. Diploma
(T.R. Chandrashekar)

6.3.3. Outcome of the discussions in the Workshop
At the end of three days of sustained discussions among representatives of different
groups in Higher education, we came to see the problem from diverse perspectives.
Besides the extensive data collected for the Project, we were also aided in our endeavor
by the interviews that we had conducted about teaching, learning and researching in
Womens Studies, the Women Studies curriculum that we had put together, the
dissertations in Womens Studies that we had seen, etc. On the basis of all these sources,
we were able to identify a few key issues.

6.3.4. Key Issues in Womens Studies
The key issues in Higher education, with regard to Womens Studies are multi-layered,
and it is possible to group them under the following heads:

6.3.4.1. Administrative: There are deficiencies and problems in the Womens
Studies Departments and Centres that have been set up in various Universities.
These Centres that took shape in a particular historical context in the 1970s have
not seen too many changes in the decades that followed, and so today they are
unable to meet contemporary needs. Although these Centres have changed in
nature from being mainly Centres of Research to teaching Centres over time, the
concomitant requirements, such as qualified teachers, well-equipped library, and
good textbooks have not been met. A constant refrain in the Workshop was
regarding how these Centres/Departments continue to function without full-time
faculty members; with the confusion and disorder of operating with ad-hoc

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teachers; with unqualified teaching personnel, and regarding the lax attitude of
University administration towards Womens Studies Departments and Centres.

6.3.4.2. Curricular: There are a number of basic problems in the Womens
Studies curriculum that need to be addressed. The study materials required for
engaging with the curriculum are not available in Kannada/other Indian languages.
Whatever is available is too primary or of a basic nature. Both students and faculty
members rely on these materials that are prepared for a Basic Course for Advanced
Courses as well. Besides relying on conventional sources as study material, there
does not seem to be any attempt to access other sources such as the internet for
study. Partly the reason for this is the lack of availability of internet sources in
Kannada. Teachers do not seem to be equipped to handle even the existing
curriculum. The task of framing the curriculum continues to be dictated by the
outdated examination pattern, and experimenting with collaborative curriculum
between teachers and students does not seem to be taking place.

6.3.4.3. Teaching: Since the entire education system is geared towards
examination, the entire teaching process is oriented towards passing the
examination rather than towards learning. As the examination is conducted along
conventional lines, teaching also follows suit. There is a paucity of qualified
teachers, and often teaching Womens Studies is an added or extra responsibility
for teachers, which makes teaching Womens Studies in name only, and
ineffective. Teachers are also intellectually and materially ill-equipped to handle
courses at advanced levels. Even before the basic facilities required for an
academic Programme were put in place, M.A. and research programmes have
begun in many Department/Centres, adversely affecting the quality of these
programmes. Though the mode of teaching is bi-lingual in most classes, the
knowledge available in English does not seem to have come into the Womens
Studies classroom. As there is no compendium of available sources on Womens
Studies that have been translated or that are available in Kannada, even the
existing sources are severely under-utilized.

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6.3.5. Recommendations of the Workshop
The above problems were extensively discussed throughout the Workshop, and the
following points were identified as recommendations of the workshop:
i) The data-base project, undertaken by the Department of Translation Studies,
Kannada University-Hampi, to be continued and the steps taken to upload
the data on www and make it accessible for all.
ii) A thematically organized Gender Studies Reader consisting of translations of
useful/important articles into Kannada to be prepared, which can be useful
for a Course in Womens Studies.
iii) A glossary of Key Concepts in Gender Studies in Kannada to be put together,
upgrading the present tentative draft prepared after obtaining opinion of
the end users and experts in the field.
iv) To begin work on a bilingual website related to Gender studies


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7. Conclusion
7.1. General Remarks
After looking at the broad trends emerging out of our data, detailed analysis of more than
50 entries and the case study, several issues come to the fore. Social science in Kannada
is dominated by theology and history. These two seem to be the ones whose need is felt
more by the Kannada public sphere. When it comes to other social sciences, though there
are materials, the materials are mainly meant for examination purpose and only a handful
of materials are useful for learning and research at the higher education level. Many are
not even aware of the presence of these materials in Kannada, and thus they are not used
to the extent that they could have been used. Instead of going to these materials, which
are available and useful, the students seem to be going to newspaper articles to fulfill
their needs. There seems to be no coordination of what is happening and no
documentation of what is available, or not available. Everybody feels the need; everyone
(the Government, Public institutes, public/private organizations, individuals) is doing
something to address a certain need in the name of Kannada and of students, but nothing
has had a long lasting impact. The materials which might have come in the form of
textbooks focusing mainly on the prescribed syllabus, may have been successful, as once
they are prescribed, they would be bought, and may be used to some extent.

But still the larger question is one of integrating the needs of educational
institutions/students with that of the society. A material production initiative in higher
education sphere simply cannot be one of bringing materials indiscriminately; it has to
operate at the level of bridging the particular and the universal. Now the situation seems
to be one where the social and the social science (as evident in curriculum and the
materials which bear the mark of textbook/guide book) are moving at a different pace.
Social science, except for theology and history, is divorced from the context in which it is
produced and thus has lost the capacity to be of help in understanding the society. The
lacuna is filled up by bringing in texts that are related to the ideas of social thinkers and it
is perceived as a panacea for all the ills of society. Social movements of various kinds are
involved in this kind of an effort. Texts that might give a critical perspective on ones

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own society and thereby provincialize the so called universal knowledge of the social
produced in the west, to make it truly universal, is not happening.

The question is one of how to orchestrate this constant dialogue between the particular
and universal, which can be the only guarantee of knowledge. Since the 1990s we are
seeing a particular kind of Social science in Kannada, which is not translation/rewriting
(of a single text or multiple texts); we can call this as Kannada Social science so as to
differentiate between the larger social science in Kannada, which is predominantly
brought in from English and research that happens on the social in Kannada. Kannada
Social Science is a sub-set of Social science in Kannada, while the larger-set is Social
science in Kannada translation. If we look at the research that is happening in Kannada,
i.e., understanding the society here, it is not engaging with the knowledge that is already
available i.e., social science, which claims to be universal and claims to unlock all the
doors of understanding of different socials for you. It is only when this Kannada Social
science engages with Social Science in general that the deficiencies of the existing social
science in understanding the Kannada social would be possible, and thereby, it would be
possible to produce a new knowledge that can lay claim to universality and become new
social science. We can call this as Social science of Kannada/Karnataka/India. The
argument here is that provincializing the existing Universal is essential, in fact a
necessary condition, to arrive at a non-provincial Universal. The Social science in
Kannada would be useful and effective only when it helps you to move towards a Social
Science of the space. But this is a larger issue, and lies beyond the purview of the
objectives of our project, as it raises questions regarding research in social science in
India, whether in English or in Indian languages. Here our worry is only to the extent to
look at the additional problems that social science in Indian languages is facing, apart
from the general problem that social science in India facing.

7.2. Problems of having a Social Science in Kannada
First, let us list out what are not the problem-areas in Social Science in Kannada, as that
would give us a better picture of what are the problem-areas. There seems to be a strong
will to bring in Social science, even Science in Kannada, not only in the academia but

92
also in the society and the State. In fact there is a demand now from all quarters today in
the academic world. Finding the publishers is not a problem; there are several both public
and private. Apart from the above two, all other areas are problematic ones, starting with:
1. Lack of a coordinating agency or a stocktaking agency or a documentation
agency;
2. Mechanism to convert the will and the resources into an Initiative;
3. Translator Training, Professionalism in Translation;
4. Professionalism in translation publishing;
5. Marketing;
6. Lack of coordination between initiators of Higher Education Material production,
Scholars of the subject, teachers of the subject, students/learners

7.2.1. Lack of a coordinating agency or a stocktaking agency or a documentation
agency
As we have noted earlier, whatever has happened so far is quite a bit; but by and large,
there is no documentation, and even when there is, the remoteness of the documentation
as well as the remoteness of the text (in terms of its physical location, in terms of
affordability, being out of print, published in a magazine which is not available now etc.)
have contributed to the apathy towards using these materials. There should be a central
body which takes up such documentation. ICSSRs work in this direction which is
mentioned is praiseworthy, but the number of journals/newspapers which the ICSSRs
team is covering is too small, and the editors being trained in Library Science is both an
advantage as well as a disadvantage. It is advantageous as they are well trained (in fact
S.R. Gunjal, the editor of Samaja Vijnana Lekhana Darshaka is a useful authority on the
availability of sources for many an issue related to Kannada/Karnataka), but their choice
of articles and journals is far from satisfactory. They need to be assisted by the subject
experts. And if this bibliography service can be accompanied by summary of the articles,
if the article is also available in digital format, if the web articles in Kannada are also
listed then it would be of great service to Social Science in Kannada. Similarly the
Mysore University Grantha Soochi was a pioneering effort, they wanted to bring out
yearly index too, but it has stopped now. Bangalore University also toyed with the idea of

93
bringing out yearly surveys, but has also stopped it. Kannada University toyed with the
idea of bringing out a decennial survey; again there is not much progress in that direction.
The Central Library of Karnataka Government has to go online and digitalize the
information it has. The anukriti translation database (@ www.anukriti.net) available from
Central Institute of Indian Languages, is creative literature dominated, it needs to be
broadened. Department of Translation Studies, Kannada University-Hampi has begun the
work on Translation Data-base focusing on translations from and into Kannada, but it has
a long way to go; there should be dedicated efforts/staff/fund for this purpose.

Many of the journals that came in early 20
th
century are still available in some of the
mofussil towns/college libraries and it has to be digitalized for further work in the area.
With the entry of National Translation Mission, can the coordination work be taken up by
it? We have to think about it. Even if the NTM cannot undertake such a work, it can
outsource the work and coordinate the activities or it can tie up with other institutions in
each language/subject area and assign the work to them by funding it.

The idea of a coordinating agency is not to scuttle the activities of the private players but
to take cognizance of the work that they are doing and integrate it. We have seen in our
analysis how during the colonial period the interest of the Govt. educational institutions,
social organizations and individual/private efforts came together to contribute to a
particular initiative in school education. That kind of work is not happening and a body is
necessary to look into such issues and coordinate the activities. NTM has started
collecting the syllabus of various disciplines in all the universities. They are going to
translate the common texts that are prescribed in most of the Universities into Indian
languages. But by the time the translation is published and made available the syllabus
may have changed. The NTM has to not only cater to the existing syllabuses but also
should take a role in shaping the disciplines and syllabuses of social science disciplines.
It has to take cognizance of the work done by the private/individual/other institutions in
each discipline and work with them or take them along with it. It is especially important
in the case of publishing, NTM doesnt have the marketing network nor is it right now

94
inclined to have one, so it has to tie up with other institutions for distribution of the
materials that it produces.

7.2.2. Mechanism to convert the will and the resources into an Initiative
We have seen that there is a strong will both from the State and the Public (both private
and public players, individuals and organizations) to bring social science higher
education material in Kannada. But the question is - Is there a way? There is no highway
and right now there are many attempts to move towards the objective and several alleys
have been created, often these initiatives have worked in parallel, though there were
occasional convergences now and then mostly in the colonial period. With NTM coming
in a big way, with Universities having their own publishing houses, with the Department
of Translation Studies making its presence felt, and with the starting of Karnataka
Anuvada Akademi (Translation Academy of Karnataka, now Kuvempu Bhasha
Bharathi), as publishing is not a loss making (if not profit making) industry in Kannada,
there should be an agency which utilizes all these institutions/resources/support to
synergize their activities to achieve the objectives of higher education in Kannada
medium.

How should it be done? What are the ways of synergizing all these channels, how to
bring about a healthy conversation between these initiators and the teachers, researchers
and learners of each discipline/interdisciplinary fields, is to be worked out. Only when
this conversation begins we can make a headway. In that sense our case study of looking
at the syllabuses of Womens Studies in Karnataka, asking the translators, translation
studies scholars, teachers and scholars of womens studies and students of womens
studies to reflect on it to consolidate their views, is one of the ways to move forward. But
somebody has to take the initiative at this level and on constant basis, with enough
critical reflections.

7.2.3. Translator Training, Professionalism in Translation
None of the translators seems to have had any professional training, except for those who
had participated in the workshop held at Mysore University in 1970s. There are no

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institutions which are offering translation courses specific to specialized subjects. Mysore
University did offer a post-graduate diploma and also research programme, and right now
Kannada University-Hampi is offering Post-graduate diploma in distance education mode
and research programmes in Translation Studies. Kuvempu Bhasha Bharathi is planning
to offer a course which will help them in procuring translators for their projects.

There are no guidelines for translators on how to go about their job. What is offered in
the above courses is much more related to translation studies than on actual translations,
though practical translation is an integral part of the course component; students have to
do their job on their own. Kannada University-Hampi has tried to organize a few
workshops for young translators, and after finding it too unwieldy qualified the word
young translators along with the subject specification. But this is not sufficient,
supporting materials for translators have to be created in terms of Handbook for
translation in each subject.

In most of the cases, translators are chosen arbitrarily, if we assume that there is a
category of people called translators. I am saying this because the professional translator
is not a category that we found in any of the publications, looked at. There are established
translators, who are seen as professional translators, and are assigned jobs. The question
of subject capability is completely ignored and anybody can translate any subject specific
text. The attitude seems to be that the subject experts can be consulted if needed, or they
can have a look at the translation later.

There is also the extreme case of subject expert/teacher doubling up as translator. It
happens under the following conditions:
1. When the teacher feels that there is no material in Kannada to teach, whatever
notes is prepared would be seen as translation worth publishing. In this case
either the translator/teacher/subject expert doubles up as publisher or s/he
approaches a commercial publisher, who keeping an eye on the number of
prospective buyers (students), publishes it.

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2. Publishers, driven by the market economics and sighting the profit, approaches
an established teacher of some reputation to author a book (it is only authoring a
book, never translating a book, because it involves copyright problems, which
in turn results in more cost of production resulting in less profit; or if you
increase the cost, there might be fewer buyers).
3. Somebody may suggest that a book is worth having in Kannada; then the
language expert who is in love with Kannada, will bring that into Kannada and
will look for publishers.
4. In any translation there is this category of translators, who do it for the love of a
particular book, saying, I read this book, the book is good, and so I translated it
into Kannada.
This confusion between the roles of subject experts, translators, publishers, editors has in
a way made whatever translations available today in Kannada. It seems to be a chaotic
situation, but it has fallen into a pattern.

7.2.4. Professionalism in translation publishing
There is no post-translation scrutiny by the editor/translation-editor as these jobs are not
so evolved in Kannada publishing Industry. Generally the languages expert becomes the
translator - if somebody knows Kannada and Russian they become translation experts,
and after translating a book of a specified subject, they also become subject experts!

When it comes to University Publications, earlier it seemed like the Kannada Department
was in charge of the publishing unit; the chief editor or the Director used to be from
Kannada department. Later in the 1970s with the funding from central government the
subject committees were formed, this was also due to the fact that they started not only
focusing on social science texts but also on science texts. But even then the chief editor
used to be from the Kannada Department.

The Mysore University seems to have tried its hand in bringing some professionalism by
creating a Department of Translations in the Institute of Kannada Studies and many a
translation was undertaken by the faculty members of the Department. They also

97
organized workshop for Science and Social Science authors to train them in theories of
translations, issues in translation concepts/technical terms. But the translation strategies
followed and what the earlier chief editor, Kuvempu, declared, about the need for
concepts to be borrowed into Kannada, is not followed later. Similarly there is no
consistency in following any strategy in any of the books; it seems to have been left to
the translator completely and the subject experts have not bothered to look at the
translation as a piece to be edited by them; they have at most justified the selection of a
particular text as editors of subject areas.

7.2.5. Marketing
If we look at our data and the analysis, different kind of marketing strategies emerge:

1. Catering to the existing market
2. Creating a market
3. Creating the supply because there is a demand
4. Supply creating demand?

7.2.5.1. Catering to the existing market: Most of the private publishers whom we have
called earlier as Avenue Road, Gadag publishers, publish catering to the existing market.
As there are many students who write the exam in Kannada medium in order to pass the
examination publishers publish the book, (rather what is called guide) and publish it to
make a quick buck. Universities also after prescribing a syllabus come out with an edited
anthology, which is suitable for the syllabus at undergraduate level; this mainly happens
in Language teaching subjects. Here they have a clear cut idea of the number of students
who are going to be enrolled and also what the market is. This market generally gets
created once, the next year the students depend on second-hand books, again which are
sold generally in the footpaths of Avenue road or such roads in each city/town; the guide
book will soon appear as a competitor to the textbook/anthology within a short span of 6
months to one year. This guide book will eat into the market of the textbook. Very rarely
students do students buy both the textbook and the guidebook, as they would have
economized their buying. In another survey conducted around 11 years ago by a group

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called Rethinking the Crisis in English Studies, it was found that the guidebook is
considered as the textbook by the majority of students, irrespective of what the
appropriate Educational Board designates as Textbook or mentions in the syllabus. So,
the market is a onetime phenomenon for the publisher, it doesnt recur every year.

But from the past two decades, we are also witnessing another phenomenon, where a
material, created by the public institution, is beating all the private players. This material
is even competing with textbooks, reference books, teachers, class room. With the motto
that education should reach everyones doorstep, what is called as Distance Education
mode, or the Open University mode has come into vogue. Almost every University has a
Distance education center approved by IGNOU, and Karnataka also has an Open
University. These Open University, Distance Education Centers provide study material,
what is generally called as (self-learning materials) to the learners as the classroom and
teacher is absent. The handing out of these materials has been made mandatory by
IGNOU and Distance Education Council which oversee the distance education learning.
These materials are popular among students across streams (whether face to face or
distance education). Coupled with development in reprographic services these notes
come in handy for students to take the examination head on, whether they have attended
the class or not, whether they were attentive or not, even when they attended the class,
whether teacher takes classes regularly or not, whether the textbook, reference book is
available or not. In the Universities where the syllabus of the regular (face to face) mode
and distance mode are the same, this practice is more rampant.

Thus the higher education material production initiatives have to compete with Distance
Education materials in the Market at present.

7.2.5.2. Create a Market: Here it is appropriate to go back to our analysis of the texts
during the colonial period. There we saw that some of the organizations tried to enroll
subscribers to their series promising that they would give a fixed amount of printed pages
every year in lieu of the deposit made by the subscriber. Customers were also made the
share holders in publication. This strategy though may not work with students seems to

99
be adopting a technique of creating a market and seems to operate with no profit motive
(though an in-depth case study of some of these publishing houses/series might reveal
that they were often mired in losses).

7.2.5.3. Creating the supply because there is a demand: Though this category seems to
be similar to the one which caters to the existing market, it is different from that. In the
former, there is a market you simply cater to it; it is not that there is simply a demand. In
this instance, there is a demand for Kannada books, so you bring out Kannada books
without seeing whether there is a market or not; or you dont make an attempt to create a
market for what you have produced. This is the characteristic of the category Creating the
Supply because there is a Demand, without worrying about the market. The best example
for this category is the Science Textbooks brought out by Mysore University in the 1970s
under the Central Government funds, which are still available for sale in their publication
unit. There was a demand; supply was also created; but there was no Market. Most of the
University publications seem to fall into this category.

7.2.5.4. Supply creating demand? The present economics tells us that supply creates
demand, though it is an exception to the normative theory that demand creates supply; it
is the strategy adopted increasingly by the market/industries today, i.e. use the route of
the exception to beat the norm. We have seen in our case study/example that though the
books published by Kannada University were meant for Post-graduate Diploma students
in Womens Studies in the distance education mode, the book is used in all courses, from
certificate to P.G. diploma to M.A., M.Phil. and Ph.D. course and also by the general
public/feminists. Thus printing the distance education material in terms of regular books
created demand for it. Though the number of students who have taken the P.G. Diploma
course in Womens studies is less than the number of books printed, the books are out of
print. Thus actually supply can create demand. There is a need to think from this
perspective too.

7.2.6. Coordination between initiators of Higher Education Material production,
Scholars of the subject, teachers of the subject, students/learners

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Earlier we have discussed the pre-production coordination between various agencies as a
necessary step in higher education material production initiative in Kannada. It is also
necessary to create a coordination between the material producing institutions/publishers
and the subject experts, who create syllabuses, the teachers who are the ones who actually
realize the objectives of the syllabus in the classroom and the students/learners who are
supposed to benefit from it at the end. This question is also closely tied up with what we
discussed earlier under marketing - unless the material reaches the ones for whom it was
intended, the whole initiative, however noble and excellent, is futile. Every initiative in
Higher Education Material Production should take this aspect seriously.

7.3. Issues of Translation and Success/Failure
If we look at the translation strategies employed by the earlier initiatives in relation to
their success or failure, it is very difficult to ascertain any direct relationship between the
two. What this means is that there are other factors at play, and only in combination with
those factors the translation strategy affects the success or failure of an initiative. When
we talk about success or failure of an initiative, we are only seeing it in terms of fulfilling
its objectives.

Most of the translations have a glossary, which is an interesting feature of these
translations, only the textbooks of Avenue Road kind, lack glossaries. There seems to be
regional variation in coining Kannada terms for certain
concepts, if we look at these glossaries. Another
interesting feature is that there is chronologically no
consistency in using Kannada terms: though already
some words are coined in Kannada, still a later text,
coins another term. This indicates that the earlier
translation/text was not successful in terms of being
carried forward over time, and the later translators/writers have not looked at it. Even if
they have looked at it, the term coined may not have become popular or may not have
had the quality to get retained in Kannada language for a long time.


101
Generally the glossaries come at the end. There are two kinds of glossaries, the first type,
just gives a bilingual word to word list alphabetically either in English-
Kannada format or Kannada-English format; the second type not only
gives the list of terms but also explains them. If it has a name-index
there will be explanatory notes following each item in the list. But this
kind of pedantic (if one can call them so) glossary is not much seen
today, while in the colonial period that seems to be the order of the day.
This is not to suggest that such cases are not at all there even in the
present context.

7.3.1. Translation Strategies
If we have to think in terms of translation strategies employed then we can make the
following distinctions:
1. Literal translation- where the length of the source text and the length of
the target text are similar, i.e., no semantic portion is left out (though they
might take word/ sentence/ paragraph as the unit of translation).
2. Summary translation- where the unit of translation is the entire text and
the translator/writer can delete certain semantic portions, insert if
necessary some other semantic portion, or just reduce the length of it by
summarizing the whole SL text or parts of it.
3. Localization-where names, locations, examples are localized, but the SL
text remains the same length in TL also, but tampered here and there.
There might be texts which adopt these strategies not as mutually exclusive but
depending on the nature of the semantic portion that they are translating.

We need to undertake more comparative study of SL and TL texts in Social Science in
Kannada context to make definitive remarks about it. But the following translation
strategies could be suggested in different contexts.

7.3.1.1. Literal translation: When you are addressing the research level readers/learners,
where they have to critically engage with the SL text, literal translation strategy has to be

102
followed. Here when we say literal translation, we are not arguing for word to word
translation, but trying to understand the SL on its own terms is the purpose of the
reader/learner, that should not be lost sight of. If any change is necessary in terms of
language style, number of words to suit the language to which they are translating for the
sake of communication, they can make all those changes.

7.3.1.2. Summary translation: When the text is translated to introduce certain ideas to
the reader, and the aim is to acquaint them with the ideas rather than make them critical
about it (if they become critical in spite of this, then it is a different issue) then summary
translation may be useful. Explaining the main argument/idea is important rather than
giving the details of how they arrived at that idea and the description and analysis of the
data/source/case study, which can be safely deleted. And the language could be made
simple and descriptive rather than analytical. Multi-source texts generally employ this
method where they cull out the required information/idea from several texts in English
and rewrite them in Kannada and weave it into a single narrative. They can also add local
examples and criticism against the argument that they are bringing in, if there are any and
if it is essential. This form of writing is good for general readers, researchers who would
like to go through a preliminary summary before reading the research level text and for
undergraduate students.

7.3.1.3. Localization: Localization is also a method that is followed generally at
undergraduate level, where translation/writing of the material is done from a single
source text in English. It is used in those cases where there is already a single textbook in
English, which you are directly using only by changing the examples and names of
persons or places to make it in such a way that the students can relate their social
experience with what is explained in the text or use the social science terms to explain
their experience.

So, depending on the context we need to use the right translation strategy. Each social
science text in English can have all these forms of translation in Kannada and exist in
many forms, and it is quite essential to have all the forms in Kannada so, that the student

103
can move from one to another depending on the previous knowledge level of the student.
For example for somebody who is working on discursive formation of the present ideas,
Foucaults texts could be useful. But they may not be able to understand Foucault on their
own, so even if you have literal translation of Foucaults text it might not be useful. Even
in English, or French, somebody may not be able to understand Foucault, they might go
with Companion to Foucault, where Foucaults arguments are summarized and explained,
or if they cannot understand the Companion level also they can go to Foucault for
Beginners, where Foucaults central arguments are explained lucidly with cartoon-like
pictures. Kannada should have all the three levels of Foucaults texts, depending on the
objective and whom the initiative is addressing.

Another important feature of the earlier initiatives was that they have used a lot of
pictures, when it was difficult to have them in printing,
where they had to find an artist, get the artwork done, and
then get that artwork into a mold, and then insert that into
the types. Now with desktop publishing such artwork, tables,
text box which highlights the argument of the
page/paragraph/lesson could be
easily devised and inserted. But
comparatively the earlier texts had
more pictures than the present
ones. Present ones seem to be more
oriented towards passing on information which can be used in
examination than in making the learners understand the
idea/concept. So, technology can be effectively used now than
was the case earlier, but we have not tapped its potentialities,
which can contribute to the success of a higher education material production initiative.

7.4. Further Recommendations
It is important to tease out lessons/suggestions for future initiatives in higher education
material production in social sciences in Kannada. The following recommendations not

104
only stem from the data that we have looked at but also from the case study of Womens
Studies that we had taken up. Here we would be generalizing the recommendations from
the level of Womens Studies to other social sciences and from the level of Kannada to
other Indian languages.

7.4.1. Documentation of Translations
The documentation of translations has to be a constant process, documentation of texts
that are not in copyright hold needs to be digitized and should be made available for
scholars. The digitization of earlier social science texts in Kannada has to take place, in
that sense the database project taken up by the Department of Translation Studies has to
be continued with much rigor. Right now it is still in the formative stages of software
development and is without any dedicated staff for the purpose. It needs to go online and
have dedicated staff trained in the technical know-how of using latest equipments in
digitizing the old texts and uploading it to the web, for that purpose. It should also have
people who can crosscheck the data and the metadata that is going to be uploaded, and
are scholars in their subject area. The University can have an editorial team for each of
the subject areas, consisting of subject experts from either within the University or
outside the University, who will be the consulting editors. The University can draw
support from NTM (or NTM can assign this work to Kannada University-Hampi and also
look for such organizations for other languages), ICSSR to document social sciences
(even ICPR, ICHR can be roped in), Kuvempu Bhasha Bharathi, Sahitya Academy (both
Karnataka as well as Central) and other such agencies to carry out this project. This
project can be replicated in other Indian languages too. Private initiatives in Higher
education can also pitch in at this level.

7.4.2. Interdisciplinary Theme Oriented Readers
With the advent of new areas of research fields which cut across disciplines, it would be
ideal to bring out interdisciplinary theme oriented collection of articles (Readers) in
Kannada. These could be bilingual too, as it would solve the problems of translation (if
there is any) to a larger extent. These bilingual readers would then help the students who
would like to straddle between Kannada and English also. This opinion emerged while

105
discussing with the students of Womens Studies in the workshop that we organized as
part of the Project.

7.4.3. Dedicated Website/Blog/E-group
Another important issue that came up in the workshop was to have a dedicated
website/blog/e-group site for each field (to begin with it could be Womens Studies or
Gender Studies), where the teachers, scholars, learners (both the present and those who
have gone out) would interact and share the resources/developments/problems faced by
the field academically. A lot of higher education material, including the bilingual readers
suggested above, could be put up on this site, if there is no copyright problem. And this
could be designed in Wikipedia style, where each item for which description/ definition/
details available elsewhere in the site would be hyperlinked. The site could be
multilingual as well.

7.4.4. Syllabus Reform
In terms of looking at the curriculum it could be suggested that for undergraduate courses
simple introduction to the fundamentals of the discipline, debate about the status of the
discipline, the possibility of the discipline, key concepts/concerns/issues in the discipline
have to be introduced in a simple narrative form with suggestions for further reading of
articles/books/journals. Right now the disciplines are content oriented, for example,
history is taught not as an introduction to historiography nor as the fundamentals of
writing historiography nor the issues in historiography but as foundations of the
discipline in terms of who was the first one, when this was founded as the discipline; and
then world history, Karnataka history, Indian history, is taught. The syllabus seems to be
more inclined towards producing a nationalist subject/citizen than towards training them
about the nature of the discipline, possibilities of the discipline, and challenges before the
discipline. Different theories of historiography, key issues in it have to be taught at the
second level, the histories (whether local, linguistic state, nation, continent, world or
different branches of it in combination with former like Indian economic history) have to
be used as case studies. Then in the later stages the issues in specific branches (and
categories) could be taught. There are no syllabuses of this kind, nor are the materials

106
available to either teachers or students right now. A syllabus reform or overhauling of the
way the discipline is taught has to be reexamined.

7.4.5. Training in Translating & Editing
As we have observed there is no professionalism in Kannada social science publishing
industry, we need to bring that in, and create courses which train people in translating
social science as well as in editing the translations for publication. Translation training
where both editors and translators are trained is a must for better results, and then the
objectives and the translation/publication strategy can be integrated well to fetch better
results.

7.4.6. Traffic between Foreign languages and Indian languages along with English
If we observe the flow of information and the transactions it seems to be more or less
between English and India languages, with a few exceptions of traffic between Indian
languages. Whatever non-English knowledge that comes in is because it is first translated
into English and accepted well in Anglo-American world. Thus the English (Anglo-
American world) seems to be operating as guarantee of knowledge or in other words as
gate-keeper of knowledge. This amounts to a silent-censorship. The knowledge from
other European languages and other Asian countries (which might share some of the
post-colonial and colonial traits with Indian situation, and also to some extent, pre-
colonial religious/cultural and economic transactions) need to be interfaced with Indian
languages. For this we need to develop training in translation between foreign languages
and Indian languages. India has a chain of strong foreign languages teaching centers
across the country in many universities. The learners are trained in foreign languages and
often they work between foreign languages and English in Multi-national companies or in
foreign relations context. If this tide can be effectively channelized towards the traffic
between foreign languages and Indian languages along with English, India can take a lead
in knowledge production in social sciences, as this would result in India acting as
guarantor of knowledge to the English speaking world by translating these knowledge
from non-English foreign languages into Indian languages and English simultaneously.
Focusing on such bilingual projects would be of immense wealth and the translation

107
policy of the nation-state as well as our publishers should look for such endeavors and
invest in it for future benefit.

7.4.7. Coordination between NTM and Other Organizations/Players for Quality
Intervention
Working with NTM is essential and it should have proper framework of shaping
knowledge production in India not just cater to the existing syllabus, the translations of
NTM should be able to make qualitative interventions in higher education scenario and
for this it needs to have a proper translation policy by working in close proximity with
various institutions/academic bodies which have a stake in changing the contours of their
discipline/field in India for better knowledge production and dissemination.






















108
Appendix 1- Data Entry Templates -1


















109
Data Entry Templates -2























110
Data Entry Templates -3
























111
Data Entry Templates -4






















112
Data Entry Templates -5







113
Appendix No. 2
Workshop Invitation


Department of Translation Studies
Kannada University-Hampi
Vidyaranya 583 276

In collaboration with
Sir Ratan Tata Trust, Mumbai

Kuvempu Kannada Research Center, Kuppali
and
Rastra Kavi Kuvempu Trust, Kuppali

Invitation

Workshop
on
Translation of Gender Concepts into Kannada
On 2, 3 and 4
th
April 2009, 10.30 A.M., Venue: Kuppali

Inauguration by
Prof. T.S. Satyanath
Delhi University, Delhi

Presided by
Dr. A Muregeppa
Vice-Chancellor, Kannada University-Hampi

Resource Persons

Dr. Shivarama Padikkal
University of Hyderabad
Dr. Sabiha Bhoomigowda
Mangalore University
Dr. Vanaja Vem., University of Mysore
Dr. Sumithra L.C.
Thunga College, Theerthahalli
Dr. Nikhila H. Pondicherry University
Shri. Somesh, Kannada University
Dr. Hemalatha T.S.
Womens University, Bijapur
Dr. Mangala S. University of Mysore
Dr. Shivareddy K.C. Kannada University
Shri. Ashwin, C.S.C.S. Bangalore
Dr. Girija, Kannada University and
Students of Womens Studies, Karnataka

You are cordially invited

114
Appendix No. 3- Additional Data for Womens Studies Case Study

1. Womens Studies Dissertations were consulted to prepare the citation list of
Kannada books at the following Universities:

Departments/Centers of Womens Studies
Dept. of Women's Studies, Gulbarga University
Dept. of Women's Studies, Kannada University-Hampi
Dept. of Women's Studies, Bijapur Women's
University
Dept. of Women's Studies, University of Mysore
Women's Studies Centre, Karnataka University,
Dharwad


2. No. of Reference Books mentioned in the syllabuses:

Department/Center No. of Books
Dept. of Women's Studies, Gulbarga University 0
Dept. of Women's Studies, Kannada University-Hampi 95
Dept. of Women's Studies, Bijapur Women's University 80
Dept. Women's Studies, University of Mysore 44
Women's Studies Centre, Karnataka University, Dharwad 95


3. List of Kannada Reference Books Mentioned in the Syllabuses

Name of the Book Author/Translator
Mahileya Munnade
Bharatiya Mahileyara Swatantra Horata
(Kamaladevi Chattopadyaya (Tr))
Andhanooru Shobha
Mahile Bidugadeya Haadiyalli Vaideshi
Mahile Samaja mattu Sanskruti R. Indira
Mahila Chaluvaliya Majalugalu N. Gayatri
Mahileyaru (M.K.G) (Tr) Gandhi Smaraka Nidhi, Karnataka
Mahileyara Vimocahane kuritu Lenin (Tr) K. L. GopalaKrishna Rao
Vimochaneyedege B.N. Sumitrabai & Vijaya Dabbe
Strivadi Diksoochi R. Indira
Strivadi Sahitya Vimarshe Ed. Tejaswini Niranjana &
Seemantini Niranjana
Strivada: Dakshina Asiadalli Adara Prastutate Vem. Vanaja & H.R. Rajeshwari
Mahile Samaja mattu Sanskruti Vijaya Dabbe
Strivada B.N. Sumitrabai
Mahila Adhyayanada Ttatvika Nelegalu Preeti Shubhachandra
Strivada H.S. Shrimati
Mahila chaluvali mattu Mahila Vishayagalu M. Usha
Adhunika Bharatadalli Mahile H.S. Shrimati

115
Mahile mattu Samuha Madhyamagalu K. Saroja

4. Books Most Referred to in Dissertations

a. In Ph.D.

Name of the Book Author/Translator
Mahile Arthikate mattu Abhivruddhi T.R. Chandrashekar
Devadasi Sampradaya Jogan Shankar
Mahila Sankatana Gayatri Navada
Mahile Samaja mattu Sanskruti R. Indira
Kannadalli Mahila Katha Sahitya Mallika Ghanti
Bogase ( Mahileya Suttamutta) Kamala Hampana


b. In M.Phil.

Name of the Book Author/Translator
Mahile Samaja mattu Sanskruti R. Indira
Mahile mattu Arogya K. Saroja
Devadasi Sampradaya Jogan Shankar
Mahila Sankathana Gayatri Navada
Sanskruti Chintane mattu Bharatiya
Strivada
M. Usha
Mahile Arthikate mattu Abhivruddhi T.R. Chandrashekar
Adhunika Bharatadalli Mahile(tr) H.S. Shrimati
Kannada Mahila Sahitya Charitre H.S. Shrimati


c. In P.G. Diploma

Name of the Book Author/Translator
Mahile Arthikate mattu Abhivruddhi T.R. Chandrashekar
Mahile Samaja mattu Sanskruti R. Indira
Mahila Sankathana Gayatri Navada
Mahila Adhyayana-Vol. 1 H.M. Hemalata
Mahile mattu Arogya K. Saroja
Bogase (Mahileya Suttamutta) Kamala Hampana
Nari Dari Diganta Vijaya Dabbe
Mahila Sanskruti R. Sunandamma
Unmeelana Aryamba Pattabhi
Adhunika Bharatadalli Mahile (Tr) H.S. Shrimati


116



5. Books Most Referred to Overall

Sl.
No.
Name of Book
No. of times
cited
1. Mahile Arthikate mattu Abhivruddhi T.R. Chandrashekar 28
2. Mahile, Samaja mattu Samskriti Indira R. 22
3. Mahila Adhyayana Hemalatha H.M. 16
4. Adhunika Bharatadalli Mahile (Geraldine Forbes) Tr.
Shrimathi H.S.
13
5. Bharatda Mahileyara Baduku mattu Horata Hemalatha
H.M.
8
6. Kannada Mahila Saahityadalli Streevaadi Nelegalu
Prabhavathi S.V.
7
7. Mahile mattu Aarogya Saroja K. 5
8. 20ne Shathmaanadalli Karnatakada Mahileyara Saadhane
Parvathi H.S.
5
9. Bogase Kamala Hampana 5
10. Sthrivaada Shrimathi H.S. 4
11. Mahila Sankathana Gayathri Navada 4
12. Mahileyara Melaaguttiruva Dourjanyagalu Veena
Sankanagowda
3
13. Bendreyavara Saahityadalli Stri Ondu Adhyayana
Krishnappa J.
3
14. Shaasanagalalli Karnatakada Strisamaja Channakka
Eligara
3
15. Hennu Hengasu Shrimathi H.S. 2
16. Asangatita Valayadalli Mahileyara Sthitigati Yojanaa
Patrike March-2001
2
17. Mahila Shikshana mattu Abhivruddhi Annapoorneshwari
S.
2
18. Strivadada Prastutate Prabhavathi S.V. 1
19. Strivaadi Diksuchi- Indira R. 1
Total 134



117
6. Graphic Representation of the Books Most Referred to

7. Table Showing the Books, and the Dissertations in which they are cited (Case study of
Womens University of Karnataka, Bijapur)
16%
21%
12%
10%
5%
6%
4%
4%
4%
3%
3%
2%
1%
1%
2%
2%
1%
1%
1%
Mahile, Samaja mattu Samskriti
Mahile Arthikate mattu Abhivruddhi
Mahila Adhyayana
Adhunika Bharatadalli Mahile
Kannada Mahila Saahityadalli
Streevaadi Nelegalu
Bharatda Mahileyara Baduku mattu
Horata
Mahile mattu Aarogya
20ne Shathmaanadalli Karnatakada
Mahileyara Saadhane
Bogase
Sthrivaada
Mahila Sankathana
Mahileyara melaaguttiruva
Dourjanyagalu
Hennu Hengasu
Asangatita Valayadalli Mahileyara
Sthitigati Yojanaa Patrike March-2001
Bendreyavara Saahityadalli Stri Ondu
Adhyayana
Shaasanagalalli Karnatakada
Strisamaja
Strivadada Prastutate
Strivaadi Diksuchi
Mahila Shikshana mattu Abhivruddhi
Citations of Kannada Books in Women's
Studies Dissertations
Graph showing the % of Number of times a
Kannada book is quoted in Womens Studies
Dissertations (P.G. Diploma, M.A., M.Phil. & Ph.D.
level put together in Karnataka.

See the table in the next page for details of the book
in terms of their ranking in citation and other details
of the books.



118

P.A
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Pz g g g
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CzsAi
2. eg Ugz zsAig
U MAz
CzsAi
3. AjP ZavU
PAq g Aig
vU Pjv MAz
CzsAi
4. zgzz PPjUV
Aig MAz
CzsAi
5. MPlU MAz
CzsAi
6. CAvgew v
Aig Pgv MAz
CzsAi
7. eg Ugz 9
vgUwAi t P
PtP zsU
AAzslAv U
Pjv MAz CzsAi
8. GzU Aig
sg u
9. v
izsU : MAz
idAi CzsAi
10. wvP MUz
Aig CzsAi
11. eg Ugz z
zsAig U MAz
CzsAi
12. GzU z
Aig Jzjwg
AVP QgP Pjv
MAz CzsAi
13. Dq qVU Pq
P (egUgz
Pjv MAz
CzsAi)
14.wAz fA
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U Pjv MAz
CzsAi
15. U Uz zs
Aig MAz
CzsAi
16. gdQAiz Aig
v MAz idAi
CzsAi
17. eg gzz
CgzsU idAi

119
CzsAi
18. v
izsU MAz
idAi CzsAi
19. v UjP
MAz idAi
CzsAi
20. t U v PlA
MAz idAi
CzsAi
21. MAz Uz
zsAig U
MAz idAi
CzsAi
22. CAZ ES Pgg
MAz idAi
CzsAi

2 z 1. CsP PlA MAz
CzsAi
2. Pg UqwAi
q Aig
3. g zAwAiiV CPz
4. t U v PlA
MAz idAi
CzsAi

3 APx 1. CsP PlA MAz
CzsAi
2. Pg UqwAi
q Aig
3. g zAwAiiV CPz
4. t U v PlA
MAz idAi
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4 Aig Uwg
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1. CsP PlA MAz
CzsAi
2. Aig U
zd vqUl Av
AitAi vz Pjv
CzsAi
3. egz zAv
Aig gzQu

5 t AU 1. CsP PlA MAz
CzsAi
2. IvAzs Aiz
Aig Jzjwg
U CzsAi

6 DyPv v
C
1. egUgz
Uz Aig

120
zP u Pjv MAz
CzsAi
2. P zAiz
P PPg v MAz
CzsAi
3. GzU Aig
sg u
4. Plq itz vqVg
Aig Pjv MAz
CzsAi
5. DzsPgtAz P
Aig g
ju
6. AQAU Aiz
PAiQAig MAz
CzsAi
7. UAm sPjAi
PPg MAz
CzsAi
8. Wt Uz Aig
f Pjv MAz avt
9. Pt PSAi vd
uAi Aig
Pjv MAz CzsAi
10. fAU PSU
PPg
11. P Uz Ai
CzsAi
12. eg Ugz
GzU Aig Pjv
MAz CzsAi
13. P PmAi
Aig Pg zP (
s Aig Pjv
MAz CzsAi)
14. PlA Aid
zsUAz Wt Uz
Aig zz z
juU MAz
CzsAi
15. Wt Uz gv
Aig f Pjv
MAz Zvt
16. P UtAi
zr MAz CzsAi
17. Az eg
Ugz vgPj g
Aig MAz CzsAi
18. g PPg
U Pjv MAz
CzsAi (eg Ugz
P Ur Aig
PgzP )
19. eg Ugz
mU P iq
Aig Pjv MAz

121
CzsAi
20. GzUz AAz
Pgt
21. PPg Pjv
MAz CzsAi
22. CAWnv Aiz
zrAiwg PPg
MAz id Ai
CzsAi
23. CAWnv Aiz
zrAiwg
zrUgg U
MAz id Ai
zP
24. Ug Uz e
zsz Aig MAz
id Ai CzsAi
25. eg Ugz
Ai iglUgg
MAz id Ai
CzsAi
26. S Pgvg
AAi MAz id
Ai CzsAi
27. CAZ ES
Pgg:MAz id
Ai CzsAi
28. eg Ugz
U iqg MAz
id Ai CzsAi

7 sgvz Aig zP
v gl
01. UAm sPjAi
PPg MAz
CzsAi
02. gn iq
PPg MAz
CzsAi
03. gzPuAi
Aig v MAz
CzsAi
04. dAU PSU
PPg
05. P Uz Ai
CzsAi
06. Az eg
Ugz vgPj g
g Aig MAz
CzsAi
07. g PPg
U Pjv MAz
CzsAi (eg Ugz
PUr Aig
Pg zP)
08. CAWnv Aiz
zrAiwg PPg

122

8 CAWnv Aiz
Aig wUw- Aid
wP iZ 2001
1. eg Ugz
U iqg MAz
id Ai CzsAi
2. eg Ugz
Uz Aig
zP u Pjv MAz
CzsAi

9 AzAig vz
MAz CzsAi
1. eg Ugz
zsAig U
MAz CzsAi
2. eg Ugz z
zsAig MAz
CzsAi
3. MAz Uz zsAig
U MAz id
Ai CzsAi

10 U PlPz
id
1. eg Ugz
zsAig U
MAz CzsAi
2. d wU
3. MAz Uz zsAig
U MAz id
Ai CzsAi

11 Pq vz
U
1. eg Ugz
zsAig U
MAz CzsAi
2. eg Ugz z
zsAig MAz
CzsAi
3. PA.gszg
PvU Az MAz
CzsAi
4. e GqZt Cg P
APU Az
5. gzAwAiiV CPz
6. MAz Uz zsAig
U MAz id
Ai CzsAi
7. U Uz zs
Aig MAz
CzsAi

12 zz vv 1. z Pjv dig
CAi MAz CzsAi

13 DzsP sgvz 1. eg Ugz
zsAig U
MAz CzsAi
2. eg Ugz 9

123
vgUwAi t P
PtP zU
AAzslAv U
Pjv MAz CzsAi
3. qsAi
8vgUwAi tP
svP U
Pjv MAz CzsAi
4. dAU PSU
PPg
5. eg Ugz
xPAi 7
vgUwAi t P
svP U
Pjv MAz CzsAi
6. eg Ugz z
zsAig MAz
CzsAi
7. P UtAi
zr MAz CzsAi
8. CZjP PtzP
Ut Aig P
R
9. PlP eg vQ
MAz CzsAi
10. Dq qVU Pq
P (eg Ugz
Pjv
MAzCzsAi)
11. U Uz zs
Aig MAz
CzsAi
12. PlAP WlAi
Av (MAz ifP
CzsAi)
13. gdQAiz Aig
v MAz idAi
CzsAi
14. eg Ugz
QPgtz Ai
UAU MAz
idAi CzsAi

14 CzsAi 1. z Pjv dig
CAi MAz CzsAi
2. v zAig
vz qPlAig
MAz CzsAi
3. Az m
Ai Aig
Pjv MAz CzsAi
4. P zAiz
PPPg v MAz
CzsAi
5. qs Ai zy

124
zyAig AU Pv
Cj MAz CzsAi
6. AQAU Aiz
PAiQAig MAz
CzsAi
7. UAm sPjAi
PPg MAz
CzsAi
8. gn iq
PPg MAz
CzsAi
9 Wt Uz gv
Aig f Pjv
MAz Zvt
10. PA.gszg
PvU Az MAz
CzsAi
11. PPg Pjv
MAz CzsAi
12. d wU
13 CAWnv Aiz
zrAiwg
zrUgg U
MAz idAi
zP
14. CAWnv Aiz
zrAiwg PPg
MAz idAi
CzsAi
15. S Pgvg
AAi MAz id
Ai CzsAi
16. eg Ugz
QPgtz Ai
UAU MAz
idAi CzsAi

15 Pa 1. z Pjv dig
CAi MAz CzsAi

16 Pt v C 1. eg Ugz Gv
Ptz j ev
PlP gd
zAi MAz idAi
CzsAi
2. xP PQAig
U MAz CzsAi

17 v DgU 1. QjAi DgU
AiQAig Pjv MAz
CzsAi
2. eg Ugz PlA
AidAi
Cjwg

125
Ai Pjv MAz
CzsAi
3. PlA Aid zsUAz
Wt Uz Aig
zz z juU
MAz CzsAi
4. tU v PlA
MAz idAi
CzsAi
5. lV Uz d
gP AidAi MAz
idAi CzsAi

18 20viz PlP
Aig zs
1. xP PQAig
U MAz CzsAi
2. wtAig P
PzAjU ifP
U
3. GQAig MAz
idAi u
4. v
izsU MAz id
Ai CzsAi
5. CAZ ES
Pgg:MAz id
Ai CzsAi

19 U 1. CAUr PAi PvAig
Pjv MAz CzsAi
2. w Avz iqg
U PvU v
avt
3. ZAzg PxU
MAz CzsAi
4. e GqZt Cg P
APU Az



126
Appendix No. 4- Subject-wise Classification of Mysore and Kannada University
Publications


Subjects
Kannada
Source
Texts
Translated
Texts
Total Percentage
Education 0 0 0 0.00
Linguistics 10 0 10 1.89
Law 0 0 0 0.00
History 53 3 56 10.61
Literature 143 2 145 27.46
Anthropology 0 1 1 0.19
Poetics/Aesthetics 53 0 53 10.04
Sociology 45 3 48 9.09
Political Science 13 4 17 3.22
Women's Studies 0 0 0 0.00
Economics 30 6 36 6.82
Philosophy 6 0 6 1.14
Psychology 0 1 1 0.19
Religion/Theology 3 0 3 0.57
Science 55 6 61 11.55
Others 89 2 91 17.23
Total 500 28 528 100.00
Table showing the subject-wise publications of
Mysore University from its inception to 2002


Mysore University Publications
9%
0%
0%
2%
0%
3%
17%
12%
1%
0%
1%
7%
11%
27%
0%
10%
Education
Linguistics
Law
History
Literature
Anthropology
Poetics/Aesthetics
Sociology
Political Science
Women's Studies
Economics
Philosophy
Psychology
Religion/Theology
Science

Graph showing percentage share of each subject among
the total publications of Mysore University



127

Subjects
Kannada
Source
Texts
Translated
Texts
Total Percentage
Education 0 0 0 0.00
Linguistics 34 1 35 4.91
Law 0 0 0 0.00
History 173 5 178 24.96
Literature 177 2 179 25.11
Anthropology 49 1 50 7.01
Poetics/Aesthetic
s 0 0 0 0.00
Sociology 52 1 53 7.43
Political Science 18 0 18 2.52
Women's Studies 23 2 25 3.51
Economics 10 0 10 1.40
Philosophy 6 0 6 0.84
Psychology 0 0 0 0.00
Religion/Theolog
y 0 0 0 0.00
Science 34 0 34 4.77
Others 124 1 125 17.53
Total 700 13 713 100.00
Table showing the subject-wise publications of
Kannada University - Hampi from its inception to 2002



Kannada University-Hampi Publications
18%
0%
5%
0%
24%
25%
7% 0%
7%
3%
4%
1%
1%
5%
0%
0%
Education
Linguistics
Law
History
Literature
Anthropology
Poetics/Aesthetics
Sociology
Political Science
Women's Studies
Economics
Philosophy
Psychology
Religion/Theology
Science
Others

Graph showing percentage share of each subject among
the total publications of Mysore University



128


Appendix No. 5- List of Glossaries Available in Kannada

P.
A.
jsP
zP
n

RPg
g
PPg
1. Cx
P
2004 gW JA. UzU zs
P
2. idz
zP
2005 eUg J. UzU zs
P
3. P
P
1991 go J. UzU zs
P
4. gdz
jPU
2009 g P.e. Zv P
g
5. Ptz
P
2005 CUg v
AU
CT Ke
g
6. idz
jPU
2004 Zg JA. Zv P
g
7. tdz
PU
2000 APmg r. CT Ke
g
8. idAi
x Adj
2002 APg Z.. e sgv
P
AUg
9. P zP 1999 gAit P..
v Evgg
Pq
zAi A
10. Pg w
zP
2000 Aw Pq
zAi A
11. AQt w
zP
2000 CAUr J.J. Pq
zAi A
12. AZ w
zP
2000 AqgAU Pq
zAi A
13. ideU
jsP
zP
2003 A: ZAzRg
z
Pq
zAi A
14. zs w
zP
2000 CP Pig
gAeg
Pq
zAi A
15. sgwAi P
js
2000 APm f.
gA
Pq
zAi A
16. AwP
zP-1
gAU
2000 Adx
Pm
Pq
zAi A
17. AwP
zP/ m
2001 g .a. Pq
zAi A
18. AwP
zP/Ug
g
2000 APm EAzr Pq
zAi A
19. P
gvP
? go J.. UzU zs
P
20. P z
gt P
? go J. UzU zs
P
21. Ai js 1983 Usu
N.J
jg P
U

129
22. Ew zP ? ? Zv P
AUg
23. e zP ? ? Zv P
AUg
24. sU
zP
? ? Zv P
AUg
25. PlP AVv
jsP
zP sU-1,
2
? AvPigZ
Ai
g
zAi
g
26. Pq Ai
P -
AlU-14
2004 geAz r.P.
(.A)
g
zAi
g
27. Px aAv 1983 gz f.J. gz
PluAi
AUg
28. Px
zP
1980 gz f.J,
gAiu P..
AUg
zAi
29. Pq z 2007 Av iq
(A)
Pq AW
Av es
AUg
30. AAzsZPU
v
AzsU
2002 CAUr J.J. Pq
zAi A
31. Cgt 1988 P
CdAg
uA P
AUg
32. EAV-Pq
P e
P
1994 CAv . z
CAv
LJZ P
33. PlP
Dqv zP
2001 C g
, Ut J.
PlP
P
AUg
34. gix
zP
2000 D.g.. Pzs
gA
AUg
35. zx aAvt
sU-1
1991 DZAi .A. zvvAi
P
AUg
36. zx aAvt
sU-2
? DZAi .A w P
t z.P
37. PgP
PU
2000 PjUq
Z
Pq
zAi A
38. PAzUq

2000 PA Asg
GzAi
J.Dg.J.Ji.JZ
P
Pmg
39. nQ Adj
P
1999 UAUzsg
rg
vgj
Pq P
Pg
AUg
40. v PAi
rUl
trU WAl
1999 Utw sl CT Ke
g
41. Av-Pq
vw P
2003 aAvt
gPg
id PAi
zsgq

130
42. PlP e
z gt P
2001 gAitg f.n. PlP
P
AUg
43. ez P 2002 AeUq Z v
P
g
44. VPv
zP
1994 gv
v Evgg
Pq v
jv
AUg
45. Al 2001 n .r. v
Evgg
Pq
zAi A
46. Uq
x P
2005 gz J. r..P w
g.
47. CgAgP
JA
AU
1989 t J. g
zAi
g
48. x
v
AexU
1894 .Dg. KAi
JdP
q
49. CAPg
zP
2002 sm J.. sgzd
P Pg
AUg
50. C q
rP
1998 gAi ..
v Evgg
Pq v
jv
AUg
51. Z js
P
2001 z J.f. Pq P
Pg
AUg
52. P zAdj 1970 iq .. PlP Pj
P
AUg
53. aUmj
zP
1997 zg
AUt
gAUPU
CzsAi PAz
Gq
54. P Dqv
zP
2002 wgAi
.P.
AUj gz
P P
AUg
55. Z WAl 2003 vAdAi
gi
g
CzsAi A
UzU.
56. e zP 1998 g JA.P.,
vg
zge
Ud
Jalg
ztUg.
57. Azs Q 1987 gAUx
J.
LJZ P
AUg.
58. Pq-EAV
e P
1990 Ptg e.Dg.,
Dqq
Psl
PlP gd e
jv
AUg
59. jg WAl 1988 PAz n.J.,
Vj erzg
EAz
AUg
60. vv
zP
1979 Az PlP
zAi zsgq.
61. EU Pq
(Jgq
1997
-
APlAi PlP
P

131
AlU) 2001 AUg
62. Jg zP 1998 APlAi PlP
P
AUg
63. zt
zAiU
zP
1996 APlAi PP AW
vg
64. Pq q
rU v
P
1990 APlgtAi n. id PAi
zsgq
65. v WAl 1971 APmZ
n..
gz Ag
g.
66. z P 1995 APg .J. Pq
zAi A
67. Pq - EAV
e
zP
2004 zsg w
C., CAv.
C. zsg w
AUg
68. zsx
zP
1999 Aw Pq
zAi A
69. Pe
jsP
zP
2004 zgAi
.J.
Pq C
Pg
AUg.
70. zq WAl 2001 t g v
Evgg
Pq
zAi A
71. PlP e-
e P
1999 vgi JA.,
U
Pg P.J.
PlP
P
AUg
72. Pq x
P
1974 U
zAi
?
73. ex P 1974
r..PAzg
r..
74. EAV-Pq
OzP WAl
1986 J.f.Js J.f.E.Js. mq
AUg
75. AQ Dqv
zP
1997 Pq v
Aw
zAi
AUg
Pq v
Aw
zAi
AUg
76. Qmg Pq-
EAV zP
4 AlU
1982 Js.Qm KAi
JdP
q
77. Cx v
td
jsP
zP
2005 gt r.
MqAig.,
Ct
Cd AU ,
g

Appendix No.6 Photographs

1. Inauguration Session of the Workshop


132


Left to Right: Dr. Tharakeshwar V.B., Dr. M. Usha, Principal Investigators;
Prof. T.S. Satyanath, University of Delhi; Prof. A. Murigeppa, Vice Chancellor,
Kannada University-Hampi; Sri Narayanamurthy of Rastrakavi Kuvempu Trust


133
2. A Session at the Workshop


Prof. Shivarama Padikkal Addressing the Participants


3. Students, Roundtable discussion in the Last session of the Workshop




134
4. Database Research Assistant Dr. Shridhar Pissey at work




5. Principal Investigator Dr. M. Usha at the William Carey Museum Library,
Serampore, West Bengal



135

6. Research Assistant at Work in a Library




136
Appendix No. 7- Tentative Gender Studies Glossary

The glossary that has been prepared contains around 100 words used in Kannada texts
(both translation/rewriting and Kannada texts). The ones that have not come into
Kannada or escaped the eyes of the compiler are not listed here. This glossary will be
circulated to other scholars/teachers in the field and will be updated after knowing what
else could be included, and then we can publish it in print or electronically.

Compiled and Edited by Dr. M. Usha



AUv CzsAi(dAqg r)z Pq P
zP Pjv

jsP zP KP P?
PtP U A v Azz jsP
zU v Rzz. wAiAz
Zgzsg/e v Czg jsU
ZjwP z, vz Dz gdQAi
GzPUtV gUwgv. UV F
jsP zU Pjv wP v PAi JZg
ez Gvz v gtz Rzz.
CAvAi z sU Gv Ptz sUV
g Azsz jsP zU sAvg v
zPU gZ CgUvz. jsP zU
Az vqP guUAqU iv eAzg
Ai A zsUAq Gv Ptz Utl
zsguU zs J DAizAU Pqz
Gv Ptz PtP V itz GP J
AidAi sUV AUv CzsAiP AAzsl
jsP zU sAvgz v
zsvU CzsAiz U vAzPv.
Plz ZZ:

137
AidAi sUV DAifz Plz MAz
UAi jsP zU sAvg Pjv ZZU
qv. F UAi RV PV CAU
Zavz.
1. jsP zU sAvj Cx U
zg zsP-szPU
2. jsP zU sAvgz itPgtz
3. jsP zU Cxz itPgtz
4. AUv CzsAiz Azsz jsP zU
PqP sAvgUwg v
PUwg P- AivU,
AwPgtz s, sAvgz
AiUU, Cxz UAzU,
itPgtz zsv EvU PjvAv
5. ZZU svV Gv Ptz PtP
V itz AidAi Cxz UAzU,
sUV P jsP zPz AQ
gAz zr wiv.

P jsP zP KP?
iV MAz e gvU jsP
zU D e gWlPUAz sv
jsP zPU CU itPgtz
zsV jsUvz. Dzg eit v
gtz Azsz jsP zU E
vzzVg. C MAz e vwP
aAvAi CxU Az zs ivVgz
Cxitz AUwAi DVgvz. GzguU v-
AiivPv (feminine-femininity) JA jPU zz
MU qzPAq CxU(Jzg Cx) gV
zzV vwP Ai zRvz.

138
UAi Pqz Azsz PUwz v,
Ut Ev zP zV ePV gAz
tUt. t Ev zU Pqz Av
Pq, t zv, z iV JA vwP ZZAi
wsVgz Uz. UV xP
Avz jsP zPU GAiPzzzg
Gv Ptz Azsz itPgtz P
zAiP, PP l P jsP zU
MzVz Z GAiPzz.

Pqz AUv CzsAiz jsP z v
zP gZAi AivU:
EAz Pqz AUv CzsAiz
PUwg P jsP zUU Ai
Ewz. DzsP idz Aig
Azsz avUwz zs, eww, Ut, wv,
w EAv P jsU sgwAi z DVz,
AAz PUw. Dzg EU P
zsguzz Azsz v Cx
ggPAr. GzguU; Ut, wv jPVAv
DzsP UtAi, wvz jP Vz.
AUv CzsAiz qg z
Pqz AzsP z ZAi sUV
Pnz, F Avz Cz jsP zU U Z
Uj. Dzg 90g zPz Ai
vzsAiz AzsAi qUArz, U
CzsAi MAz V Gv Ptz
gUAqzg zz v jsP
zU sAvg PjvAv U jv.
EVAi AUv CzsAiP Pz U jsP
zPAz E gZUAr. AU-AUv,

139
vzsv-ivzsv, Pgt, ifPgt,
v, AiivPv Ev P zUU AAz
oU MU qVg guvP iw U P
PwU PAiAi rg Glossary Ai gv
rzg E Aiv PAqg.

Pqz jsP zU sAvgz
UtPtU:
1. zz Azsz Pq Av zU
P jsP zU gP
Aiv DgAsAz qz, 90g zPz F U
nP-ntU PtPAq. Gz; v- tv
2. MAz jsAi v AzsjAiiV
Cx qAi Aiv qz.
Gz; Male Dominance- Patriarchy JgqP vzsv JA
jsAi wgz.
3. zP gzV MAz jPU g g
sAvg AiUU irgz
gV qz. Gz; Gender a AU,
AU, AUzs, AUzs Ev
4. Mg AvgPgg zU iqz
sAvgU Avgz Pl g
sAvgU iqVz. Gz: z- z-
jz(dAiiz)
5. P zU EAV gzAi
GPVz. Gz; Ai, U, Q , iQ
sA Ev.
6. Pqz AUv CzsAiz E
qAig jsU PUwg
jsUVAv agz Uzg, Pqz
AUv CzsAiz w JzPtvz.

140
7. jPAi sAvgz UqU Uz
guvPVAi sAvjg AivU
zsgV zgAiv.

v P jsP zPz g:
1. F jsP zP jPU
CxguAi Uz Cz Pqz
Azsz
PUwg/gvzUwg
Pz U UjzVz. Ezg RV
sAvgz P U Cxz gvzAi
PUgq UVz, Egq gg
sgz j AiwVz.
2. Pqz Z PUwg g jsP
zU Ugw CU sAvg
AiUU E zRVz. Gz; Gender, Patriarchy,
Gender neutral
3. Pqz guvPV PtPwg, Dzg
jsP zV E UgvUg
gtAi jPU F zPz
zR AiwVz. Gz; Home-maker, Daughterhood, Corn
mother
4. zsz sAvg AiUU A
vwP Ul Ugw AiwVz.
5. F AiUU EAz Pzg
zAi itPvUPArg CAzg
Z d M wg sAvgU
Ugw AiwVz.
6. sAvgQAv jsU
Uwgz UgwVz U Czg
A Pgt vQ AiwVz.

141
7. P jsU sAvg jsU
Cxz DAii vAg zsvAi
UgwVz.
8. CAUAU z Cx
guvPV qVz.



142
DPg UAxU:

CAqg . Dg. 2000. eww v , dgAi .
.(C) g: zx UAxi
EAg Dg. 2002. , id v Aw, zgt:
gAU, Pq zAi-A
G JA. 2004. Z v AiU,
zgt: gAU, Pq zAi-A
Pw, Vv. 2001. P v gdPgt,
zgt: gAU, Pq zAi-A
ZAzRg n. Dg. 2001. , DyPv v C
zgt: gAU, Pq zAi-A
z, dAii 1997. j: zj-UAv , g: gZ P
AiP, Qj P. (A) 2007. AUv Ai,
AUUAUw: CzsAi PAz,
AUg zAi
AiP, Qj P. (A) 2007. CzsAi: zsvU
v U, AUUAUw:
CzsAi PAz, AUg zAi
gAd, vd v gAd, Aw(A) 1998. v
, AUg: P Pd
s, dg 2001. DzsP sgvz , w
Z.J.(C) zgt: gAU, Pq zAi-
A
gUg, gZAz(A) 1993. Pq vz
AzAi g AUg: PlP v
CPq
, P P. 1992. , AUg: Cu
P
Avg, u. ZAz J. . v gWAz
g JZ.J. 1992. CPv, AUg: PlP v
CPq(viP) A. 5-2, 5-3

143
g, y 1986. ZAiqU, v .J.
v z, dAii(C) g: v P
sZAz, w 2002. CzsAiz vwP U
v ZU, zgt: gAU,
Pq zAi-A
v .J. 2009. gzU DZ-FZ, AUg:
E P
v Z. Ji. 2004. CzsAi g: r..P.
w


S
l
English Word Kannada Word
Description/Definition
1. Abuse
QgP
SV U v
Pz ,
Avz dP
U Ai
WvAi PV
U CU q
QgP F
Ai
UgwUvz.
Ezg Jgq zsU. 1.
sP QgP (verbal abuse)
g zs idz
vP UU
t WvAi
vVAvz DVz,
CU
P Ai
zswUr zsz.
EU P
CAzsP JAz
Ugwzg idz
Aii AdjPAi Ez
EU
Uvz. j F
UU
gg
GzzU C
svV
Ai Pjvz

144
DVgvz JAz
U 2. zP
QgP (physical abuse)
Ai zPV
gAUV Cx
vggAi iq
Ai E
Ugwz. P
CvZg, CvZg,
qAiP, PlAP A
EvU F jAi
gv. Pqz
Azsz Ez
vPV
UgwzQAv
PlAP A v
zd JA jPAi
MU Vz. sP
QgP JAz
iP QgP JA
CxAi UVz.
AAv jP: P
QgP (child abuse),
PPZgu (child labour).

2. Alimony
fA
Zv U v
f uUV wAi
q u Z
fAAz
PgAiUvz.
P u ZzAv
Ez dV
zgAi.
Ai EzPV
PjPAi
PUvz. P
AzsU
iv Ez
zgAivz. j
Ez Zg,
gPguU,
gvU
AUwAi DVgvz.
J fA
zgvg, UU
v J C

145
itzVgvzAzg
Cz UtU gz
Uvz. AAv
jP: Zz,
jvPv,

3. Amazon woman
Ce

MAz zz
Ai
P(zz
P) F jP
gUArgzjAz
Ez U z
PUvz.
gzs UPU
jz QAi,
vg
QAiiz
Ai F jP
avz. P
zAg gvv
v sP DzsgU
EAq-
AigAi id
MAz Pz QAiiz
Aig f
ivzs
idVvAz
Ugwv, D idz
PAi gzggz
Ce Ai
QAiiz
Ai Ugw
wAiiV vg.
E PgCzv (
Wonder woman ) JAz
PgAivg. P j
Aig
PAig
zP QAi
UgwU Cg
CeUAz
PgAiwz, Ezg
j IuvP
zsguAi
PAqgvz. EzP
A jPAiiV

146
Pqz Uzv,
QzvU
Ugwzzg
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4. Anarchist
feminism
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147
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5. Andro-centric
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g gaz 'Our Androcentric
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sAvg(sP

148
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149
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150
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g,

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151
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8. Apolitical
women
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gdQAi

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Prv, CgdQAi
JAz Aiig

152
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Cg gdQAiVAi F
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dP CgdQAi
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9. Biological
paternity
eP
vv
F jP wvz
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153
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10. Bisexuality
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AU
AVPv,
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avz. F
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idz U
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gzg) Ezg AS
AU AVPvVAv

154
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HVz.
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AVPv, AU AVPv
11. Black feminism
P
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1970g zPz
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gz
Ez. 1973g UAq
P s
DUe F aAvAi
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v
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R aAvQAiiz C

155
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(black woman),
P
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12. Breadwinner
q g
Czv JA z E
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P Ugvz.
zAiizg
Aig q
gUzg Cg
AzAi gg

156
QAi gzjAz
Cg UP PP
gzUvz.
13. Career woman
wg
,
wgv
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Pzg, P
U 'P' U
CA

157
Aig F jAz
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(working woman)
14. Caste woman
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F jP V
sgwAi Azsz
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Ai Pjv
U
g eUwP lz
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PAiAv
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EzP gAiV
ewU Ai

158
ewAi ZPnU
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'Pzs'
jPAi
AAz
UUwz.
15. Chastity
,
wv,
v
z AVP
v v
Avgz AVP
Ai(w EgU
v EgU )
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Uvz. g
zs idz F
z Ai
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Uvz.
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qAizzg t
iv CvAz
CwPAz Ugw
QUvz.
16. Corn
woman/Corn
mother
div
i
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Ai Aiz
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jP Ez. FU
qPl zAiU
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d AgQ
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Pq Ai
Pvz Ai
wzs
APw
DZguU Gz
Agz Ptz.
idg
gz F APx
P jg

159
z F jPAi
t v Pgz
APvV PAqg,
g dUw gv
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QAv z v
idz
zsvAi
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z Aiidi
rzPV gvz
Um MAzz gz
gl gU F
divAi
jPAi V
Pv.
17. Cultural
feminism
AwP
z
Ez wU zAz
C Az
aAvAiiVz. Gzg
zQAv V -
gg qg
sv vAi
Mv Ez Ai

Arvz. g
zs aAvAi
Ai Aii
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Ai V
w, C
Qv
GwPjvz.
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vAi(zPzz),
z s,
AvUt(s)
UPvz u,
(ifP)U
P Uz/
idz
Vg/EgPz

160
ivAi
wvz.
18. Daughterhood
Uv
,
wv
z F
jPAi vAi
JA jPU
AiiAiV gz.
g zs id
J vU
gzsz
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Aizg)
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vAi MU M
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P F gzs
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Uv JA jP
gz. Pqz jsP
zU sAvgz
Ai AwPgtz
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F zU Pq Czg
Jgq AsAi
AiUUV E
gVz. F UV
Aiiz
Pqz E
PtPAr. AAv
jP: U
P(daughter right)
19. Displaced home-
maker
vz

F jPAi 1974g
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vgv. GzU
Ai jPAi
gUAq Avg
Ut(s) JA
jPAi

161
/Pz
Aig JA
Cx
avqVzjAz, Cz
v Ai P
iv
Aig ifP
Ugv
GzAz F jP
gvv. Ut JA
jPAi s
JAzP FUU
wgzjAz
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JA A
z E Vz.
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PlAz
Ai
Aiiz
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AiiPAi ovV
UAq , Zz,
jvPv E UAq
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Ai
PzPAqg CAv
Ai vz
JAz
UgwUvz.
Pqz zsP Ez
guAi P E
Aixv PAi P
P j Ut
jPAi P
j AiwUwz.
E qVg sAvg
AsAi PAiiVz.
AAv jP:
Ut(housewife)Utv/U
t Pv (house wifery)
Uzg( house-
worker) Uz
v(wage for housework)
UtvP v(wage for

162
house/wife/ wifery)
20. Divorce

Zz
zAi
PU P
P. Ez AUzsjv
idz -gg
z
s gvz.
AUiv Ez
z Zzz
Avg
Aig f l
PAiz(wUw
v
iUgqg)
vjzg, gg
Azsz Ez
gzVgvz.
zAiizg AU
CivAi idz
v
ZzU
j U Cv zj Ev
JAwgvz.
DzjAz Zz
g aAvAi
Ai v v
fz MAz
gAz
PgAivz. AAv
jP: ( marriage)
fA(alimony)
21. Domestic
feminist
U
Ez AwP z
Arz jP. Ez
Ut UZv
J DAi
Cxz Arv, v
DyP AUVAiiU,
v Ugv/ Cvz
UU
Az gU V
zrAiz
CgUQ;
UtAi P
v v
Cv
GPzVz JA

163
z Arv, Aii
F gdQAi
AU,
DvzAU
UzU
C
U JAz
Ugwv. EzP
wPV UV-
vAig
vU
gzsz
UgwUvz.
AAv jP:
Ut,(house wife) (
home maker)
22. Domestic
servant
U
z
UtAiz,
UP
Uviq CAWnv
Aiz PUgg.
U U
jz P JA s
EgzjAz dVAi F
PUgg vP
AigVgvg.
Av Aig v
wUV, qUV
E dP zQUV
Pzg
PAqg,
zsUz
GzU v
Zj Pz
MvqAzV Eg
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z
zsUz v
Az PlA
uAi g
sVAiiUPA
DAi Azg,
wAi Uz
UAz
lQvz
Plv. AAv
jP: CAWnv

164
Ai(unorganized sector)
23. Domestic
violence
PlAP
A,
PlAP
zd
siV v
UAq Ai
Cs svP,
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AAi PlAP A
JAz PgAiUvz.
Dzg j v
nz Ai Pq
t J PgtP
AU MUUwz,
Ez vj A( Natal
violence )JAz
PgAiUz.
GzguU, Cv
tP vZV
js Ciz,
C tP
AVP zd
JUz(Child abuse),
PU tU J
PgtP GAmU P
Dgz Pgv Ev. F
jP U
AAzzg, Czg
U iv
vUAqz. jAig
QjAig , g
zg PlAz
iq AAi Pq
F U vgzVz.
EzgAU QjAig
zg iq
A, vvg
fz qAi A
EvU F U
gPA z Ez.
EVAi Ezg
KAz E ZZU
MUUv Ez.
24. Dualism
Rw
,
Rz
, -g
i
g zs
Ai -
gg PjvAv
gUArg
iUg
zAz,

165

vAi z
Rw JAzV
jsvz. -
gg q F
vAi swP
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U wPvAigU
zVz, Ez
AiiU Aig
gzzzVgvz.
Ez Rennie Simson J
PAi gU J
PAi U(Excuses all in
the male and accuses all in the
female)Jvg. Gz; -
ZzsUAz rz,
AVPvAigU U
Eg AzsU U
gVg vAv
v PU. F
R wU sv
Pgt gzs
aAv -gg
gzz
Uz DVz.
25. Eco- feminism
jg
z
Ez jgz v
zz vwPvU
Pj gg
AwP, gdQAi v
zAwP Z.
gzs
aAvAi Pw v
AwU gg
gzsz
UvzAiz,
Ai PwU,
g AwU
Pjv, Czg
AzjPAiiV
Ai AwAi
ZlnPUAz
zgqvz. AwAi
j g
PUArg U
v t F
Dv jg

166
z gPjvz.
jg v t- F
Jgqg zPU
glg CAwV Cz
Pz P
PgtUvz Jvz.
F ZAi
Aig Cg
ASAi
sUzg,
vv zg Az
g CAi,
ePv, DzsPvAi
j iqwg
jg RV
Ai zP
CvAvVvz JA
wP Ez.
26. Effeminism
Dv
v
Ez gZP
jPAiiVz,
g JA
jPAi Azjz
jPAiiVz. Aii
g
gv
wUAiiV
gv,
v v
zQ
CrPv
C F jPAz
UgwUvz.
Pqz F jP
PAqgVz
EzAz AsAi
P jsAiiVz.
AAv jP:
g
27. Empowerment
Pgt,
QPg
t
1980g zPAZU
PU Az F
jPU Pqz
QPgt v
PgtUA Jgq
sAvgU
iAvgV
PAiz. E

167
Vg QAi
CPgz(g) jP
AQtzz.
UwAi Azsz
CzgU
gUwz Pt
PgPU
zsgu
zsguAi, Cz
CAi
Ai Az
svAi v
F jPAi
AZtU vgv.
AU CivAi
svV
gPgz
AgZAiAU
uzPAqzVz, F
CPg AgZAi
sv
zuAiiUz gv
C zs J
Az gg
PUng CPg
PgV AijU
Cz jz
wv. CAzg
CPgz gAaP. F
gAaPAi
Ai Pt
aAvAi lPq
GzgvAi AUwAiiV
gvz. Dzg
Pgtz jPAi
CPg Aavg F AZ,
CivAi, CzP
Pgtz AUwU
vB CjAiz U
v CPg v
AivvUV v
AzU
QAiAi
Pgt JAz
Ugwvz.
28. Exceptional

Ez i

168
woman

JzP gzxV
U g
aAvAi P
jP. Cvz,
sivPz U
PV q F
jPAi
gzs id
Ai vQ
vz.
ivAi M
z
AigU
Ai Aii
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UgwUvz JAz
vz. AAv
jP: Ce
(amazom woman)Czv
(wonder woman),g
(super woman),
(special woman),
(new woman) d
(real woman)
29. Experienced
woman
Cs

Ez i
JzP gzxV
U g
aAvAi P
jP. Cvz,
sivPz U
PV q F
jPAi
gzs id
Ai vQ
vz.
ivAi M
z
AigU
Ai Aii
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UgwUvz JAz
vz. AAv
jP: Ce
(Amazon woman)Czv
(wonder woman),g
(super woman),

169
(special woman),
(new woman) d
(real woman)
30. Fallen woman
eg, ejt,
PAQt,
wv,
F jPU Pqz
zs UAi
AiUUz,
gzs
Ai R
AVPv wAzV
nPArz. v
v
PzPAq
Ai Ugw
F jsAi
Uvz. t
AVP CQU
CPz g
AVPv idz
CwPAz
UgvU
zsAi Az
AVPv AAzs, v
KrP
g AAzs, Cv
Az vg AAzs
Avz
ZgAz
Ugwv, CAv
Pvz gvz
Aig ejt,
PAQt JAz
PgAiUvz.
gU F AiU
gU
AzszAiizg
ejtAi z
Aig Pjv
PUvz JAz
R.
31. Fathering
vAzv
AwP z
vAzv vAiP
iAvgV
gUPz
svP AAzs JAz
Svz. Dzg
gzs idz

170
vAizAv vAzvP
Pjv UtPtU
gvV. CAvAi
vAi Pjv
AixZ izjU
gUArgAv
vAzv g
izjU
PAqg.
ZAzg Prv-rvUAz
zgg, PlAz
ifP CUvU
gPq
vAzAi izj
vV
UgwUwz.
AAv jP:
vAi (mothering),
Pv(parenting)
32. Femaleness
tUt,
Ut
t, t, tUt, ,
v Avz jsP
zUU AAzslAv
zz MU gz
Ai guU. F
zU vB
g zs
idzAi
gvVz, C C MAz
Cxz
PUwzg,
zz Cz zU
guU
qzPv.
Czg AwP
Aivg
aAvU E g
zsvAi U
DgPtUAz(if
P) CU IuvV
js CzjAz DZg
Aiwzg, AwP
z F PtU
ePAzUgwv,
g zs idz D
guU
Pv

171
z a
Aiwvz.
GzguU
UsP,Czzsjz
vAi. Ez g
aAvAi t zV
j Ai
GUU z
CU gPj
z Arvz.
AwP zzg
Cz PAq
v Ugv,
WvAi
PAiP, P
Z z
Arvz. Ez F
jPU UPAi
MAz Avz
UAz zg,
EAz Avz
Pqz EU
sAvg v P
UAz ZVz.
Pqz zz
PAiAi Ez
KPPP Jgq Cxz
Uwz. Pg
Ez ifP Cxz
U gPgux zg,
E Pg eP
Cxz U
Pjgz
PAqgvz. Mg
aAvPg Jgq P
Egz GAl. F jw P
v CxUPAi
UgqjAz
Pqz
UAzz Cz
UjPz
AiPzz. tUt
JAz tU nAz
Az zP PtU
DzsjzVz. j
gzs idz

172
F Pt dV,
CvzzV
jsvUvz.
Czzg, vU
ws Ezg iv
Az Eg
AigV, vAiAgV,
zAigV
UPvg.
Pzqz jsP
zU sAvgz
AwPgtz
Ai jUtz
P U U
z t J
AiU 90g
zPz AvgAz
ZU vgwzg.
AAv jP:
v(feminine)
AiivPv(femininity)
33. Feminine
Uv,
v,
v,
tv,
t
U tUt JA
zU
zzg CzQAv
V s zP
v JA z
z
AiPUvz. Ez
gvP(i)
Jzg z. tP
nAU eP
vAi evUr
g v
Ugwzz P
vU v
sU v JA
jsAi P
aUvz. Dzg
j F UtU
AwP
UPqv
. UAi AUvz
ifPgtz P F
UtU
CwPjqv.
GzguU vAi.

173
v
AvvwAi
PgtPV UAU
Z svP Ut
Agv
Jzzg, DP U
iv vPz JA
ifPgt
gzs idz
zsguAz
gvzzVgvz. F
jPAi PAi
Pq eP v
ifP CxbAiU
UAz .
UV Aii Axz
aAvAi Ez
Vz JA
JZgzAU CxRavv
irPPUvz. F
AiUU
Pg ifP
AiAi E
Pg VP Cxz
U gvg.
34. Femininity
Aiv,
Aiiv
Pv,
F Jgq AiUU
AiivPv JAz
EAz Jg wzg.
Ai dV Eg
v v
gzsvAi
Dg/ifPj
vz q
v Ugw
AwP z
AiivPv JA
jPAi gv.
Czg Pg eP
Az Az v
'j' Cx 'CwPj' g
zs id vU
DPPUAv,
APAiiUAv
Ai ifPV
g, vz
ifPgt

174
AiivPv JAz
PgAivz. Ez
gvPvU Z
AizzPAzg
Ez V w
P Cz v
AidiPAi
PzVz.
35. Feminism
z,
z
EzP Az
gl SU.
id
AUivAi
vAi
ga DAi
zAv. Ai
Az gvz
PUPAi
P/vv/zP
/ zAv ivz,
AUiv DAi
Az f P,
DZgu, ifP AW,
gdQAi gl.
CzsAi PtPAq
Avg z
zP jw
AiUU
Pqz PtPArz,
z JA
AiU Ezg
MAzVz. Dzg EAz
z itPv
jsAiiV GzPArz.
AAv jP:
(feminist), v
(feminist litareture)
gl(feminist movement)
36. Feminist man

g
F jP zsgu
zsguAi g
aAvPg
azQAv
zzVz. 1990g
zPz CjPz
PU Az F
jsAi zz
vwPvAi U

175
v Az
U ZAi
v v gV
vqVPAq
gg a
Uvz. AAv
jP: Dv v
g(effeminist men), (anti
feminist men)
37. Feminization
Pg
t
Ez AVPgt JA
jPU wgVz,
Aiizzg MAz
AUw,
AVPgtUU
AUP iv
Dgvzg Cz
Pgt JUz.
F jPAi 1980g
zPz g
dUw gU
Aq Ai
AgZAi g
j z
v. F zU
qv CAwV
Ai sjPU
,
qvAzg ,
JAzg qv J
wAi j
qvz Pgt JA
jPAi E
v. Avg
Ez E g g
PvUU
jPv.
eUwPgtz
GzUU
AVPgtU
QAi wUAq
Pr i
qAi
AigzV
zsgU Cx
Aig iq
PU Pr

176
i Az
UnUAq,
Ez v Pr
v U GzUz
WvAi q g
AAzs Kq
j
Pz Pgt
JA jP gvv.
UAi e
vAveUU v
zgv z v-
PU U
AAz J
CAi
gUwgz
j v/PU
Pgt JA
AiU PU
Av. P
eU
AijU
/P J
CAiz Ai
eSU Pgt
J iv ZuU
Av. GzguU
CzsAi. AAv
jP:
AVPgt(genderization)
38. Feminology
v
e,
CzsAiz
z g. q
UAxPg
UAxAiz
CzsAi PwU
VPj z z
EzVz. Dzg CjPAi
PUAq
CzsAi JA z EAz
z Jq
PUwz.
AAv jP
CzsAi(women's studies)
AUv CzsAi(gender
studies)

177
39. Gay
U, AV
F z AZ z
U(Gai) zAz
AzzVz vB Ezg
Cx DAzq
JzVz. zsP
AZ gAUsAi
tU vU F
jAz
PgAiUwv. EAV
gAUsAi AUg
gAU
gPgtUArz
Aiz v
Cwz gjU
vqVv. ng
Ez izzQAv
J vgz
djU wzg.
Pvz AUwAiAzg
CjP
gU F z
AUPUU
AAzAv
PUwg. 1920-
30g zPz CjPAi
F z g
AUPU v
q
APvAiiV(Pqq
) vqVzg.
Az 1960g F z
'U g Am'
v AWlUV F
z P
zszsgU vAv. FU
g
AUPP U z
AUPP Ai
z CPvV
Uwz. AAv
jP: AU AVPv
(bisexual) AU
AVPv(homosexual )
Ai(lesbian)
40. Gender
AUew,
AU
dAqg C a
Pz zAz

178
,
AUzs
,
AU
zs
,
AUv,
ifP
AU
Pqz Egz
U AUQAv V
Ez UgwPz
CUvgzg
Ai zU
AiU qz. dAqg
ifPz
jPAiiVz, Cz
-gg q
ifP qPAi
v,
iAi
avz. Ezg
vAi AU v
DVzg D vP
iU Dg
AUv
PVz. EAz
eP AU v AUv
AiUU
itPvUwg
Awz.
41. Gender
conscious
AUe
AU
JZg,
AUeU
w
AU, AU , AU
Ai vgv Ev
AiU PjvAv
Cj Az (P
Cj E RU)
v Cz
PjPAq
PgvU
QAiU AU JZg, AU
e JAz
PgAiUvz.
42. Gender
difference
AUv
,
AUsz,
AUv
v,
AU
Ai
v,
AUszs
Ai
v
AU v (sex difference)
AUzs(sex
types)v AUzs(sex
discrimination) j
MAz JAv
Uvz. Dzg F
g g g
jPU. AU
v ePV UAq-
t Ag
v,
AUzs
AUvz

179
PgU,
AUzs Czzsj
Cjg v, st,
ifP v
EvUg
v a
Uvz. E eP
v ifP
vUgq
jUtzg CU
igv wU
azVg.
GzguU, t-
UAqU UsP
v A eP
CAUU
Agz
azg Czg Aii
CAU zszz,
zz JA i
DgvVg.
UAi EUAU
AUv zsz (Gender
difference) jPAi
iAvgV
Uvz. Dzg Ez
Gz gQAv
zzVz, Cz
igvz
AUvgvizsjv
gzs id
Ai
azVgvz.
43. Gender-based
division of
labour
AUzsjv
s
d,
AUzsjv
s
d,
AU
s
d,
AUAA

Pqz AUzsjv
v AUzsjv JA Jgq
AiUU
iqUwz. EU
zz AU
Dzsjz J
CxzAi,
JgqAiz AU
zsjz JA CxzAi
AiUUwz.
Ez ifPV AUv
Ai UAq-
tUU Cg

180
s
d,
AUv
s
d,
AU
s
d
AUUgv Dzsj
Cg Pz
P
DgzVz.
GzguU;
UsP
AgzjAz
UU d q
P iqv.
d q PAzV
Ai P
PUvz. F
Ai PAzV DP
Ai gV
PUAz
zggPUvz.
EzP gzV g
P
UgvUvz. F
sdAi
EAz Avz
igvUzg
AU vgvizsjv
AUvAi
jtUvz.
44. Gender equality
AU
iv,
AU
Ai
iv,
Pqz AUiv
v AUAi
iv JA Jgq
AiUU PAq
Azg Ezg JgqAi
AiU
jAiizzVz. KPAzg
AU JA jPAi
eP AU
awz, Ezg
ivAi vg
Ai E. iv
JA jPAi zz
wgVz, Ez
gzs Ai
gU rg P
v djUgq
UzlPAq
wvVz. Dzg
j Ez vV Cx
gV U

181
rAi iqVz.
GzguU UvU
g zs? t UAr
U Al P, Ugl
z ivAi z
Ev. Dzg z
ivAi
gdQAiixz
QUgz Ai
wvz.
GzguU, i Pt,
i GzU CP,
i v, i
UjP PU Ev.
AUzsjv
RwAi
gvz. AAv
jP: AUv Ai
(gender justice)
45. Gender neutral
AUvl,
AUg
P,
AUA
,
AUA,
AUi
,
AU,
AUP

zB sAvgz
AUvl JA AiU
Pzzzg Gz
AiUU F
jPVg
DAiiU U
GAiPzzVz.
gP JA jP
DzsP vvz
jPAiiVz,
AiiAzg UAi
DQ vgz
J iV
jsz JA
Cx Az.
AUvP Ez
Dgzzg Jgq(?)
AUU iV
qz JAzU
P Ez
AUivAi
DAi
Prvz.
AUA v AUA
J AiU
AUv Pjv
AzAi,

182
Az
PU,
JZgU,
gdQAiU
DAi avz.
E AU v
AUP JA
AiUU
AUvlz PjvAv
vwPvAi
Az AiUUV.
Ci AUAi
AUvl v
AUgPVAv
AUP v
AUvAi RA
DAizAU D
jPAi A
vwPvAi
gazVz,
V Ez
jPAiiVAi
Ugwz
PUvz. FU
Eg CivAi
UzlPAq
ivAi,
gPvAi,
vl
Q
GAiPUAv
PV, V AU
AzAi
z, z
JAz Ezg DAi.
46. Genderization
AVPgt,
AUwPg
t
F jP Pgt
jPVAv
zzVz. F
jPAi
se V
PArz. sU
AUv Dg
P sAi
AVPgt JAz
PgAiUvz.
GzguU Gvg

183
PlPz sAi
UAq s JAz,
tiAi W
tU
UAqCPgUAz,
CP PAi
zsPt t
JAz Ugwz
Ev. Avgz Ez
v, P Avz
eSUU Pq
Dgz
Ugwv. Av
s id AVPgt
jPU PU
Cvv GzguAiiVz.
E tl zA
PAi VUAz
rz J ifP
gUgU AVPgt
QAi PAqgvz.
GzguU (t)-
z(UAq) Ev.
sU Pq dP
, CPgzAV Czg
AAzs, CzjAz
zgAi DyP v
EUU CUtV
sAi t-UAq
JAz j P
AiV PAi
sU
tsUAz,
gV PAi
sU
UAqsUAz
UgwUvz.
47. Gyno-centric
UsPA
v,
PA
v
gzs idz
J ZlnPU,
aAvPU,
iU g
vz, g
PAvz U g
vQAi PAi
tv
z CzP

184
AiiAiV v
g e v
ZlnPAi a
PAv,
UsPAv JA jP
vz. UAnP
JA jPAi
wU v AwP
U ZV
vg. Pqz
UsPAv JAz
UAnP JAzg
zB sAvgVzg
PAi PAv JA
sAvg Pqz
ZVz. Ez MAz
jwAi Pqz
zz s
AzAiP
zsguAi
azVz. AAv
jP: PAv(andro-
centric)
48. Herstory
C Pv
j JA jsU
AiiAiV z
gz js Ez. Czg
Pg C Zjv JAzg,
'ZjvAi gPgtUAq,
CiUAq
v C ifP
ZlnPUU Mvr
gAiz Ew'. CAzg
Ai Az
ZjvAi
gaz C
Zjv JAzV PgAiVz.
F Zjv gZAi
RV Ai
PtAz Ew
qUz; FUU
gavVg ZjvAi
g AiA
sPgt
gPjUz.
AAv jP:
Zjv/Ew(history)

185
49. Heterosexualism
lg
PAii
n,
gAU
AVPv,
CAU
AVPv,
AU
AVPv
AVU qAi
AVP ZlnPAi
gAV AVPv
JUz.
gzs idz
F jPAi
vPV Ugw
CUv PAqAg.
KPAzg Cz Ez
iv d v
jAiiz AVP ZlnP
JAz sv, Ez
AVPvU Cv
gPjzjAz CzP
AVPv JAzg EzAz
JAz Cx. Dzg Uz
AU v AU
AVPvU gAU
AVPvAi
dzz,
azz DVz. Dzg
E idz
CwPAz
wPlzjAz UV
qAiwz.
EU DzsP
Azs v
Ugv PAq
Ai gAU
AVPvAi v
v vPV
UgwPPv.
AAv jP: AU
AVPv(homosexuality),
GsAiAU
AVPv(bisexuality)
50. History
Zjv,
Ew
j z vz Dz
jwAi sf - j
JAzV Nz z
g vz F
ZjvU vz Dz
S, nP
Arvz. Czg Pg
Czzg gAz
g U vz
sPgtz Px.

186
RV Ez AizU
v Aiz zvAi
MAzU zR.
AizU -
U Px. Ezg
vAzAig gz

qzzg,
vAiAg K
iqwzg JAz
UvUzE. Cg
U Uwgz, j
Cg g, zAiiz
v J PU
(UAq PU)
drzg JAz iv.
DzjAz EzP
AiiAiV U
C ZjvAi gZU
PQzg.
51. Holy woman
zsPZ
guAi
,
ej,
ejt,
v

F jPAi z
Azsz a
Pz zsP
DZguAi vv
Ai
a Uvz.
RV Eg
zvgzsAi
qPnU jzgVz,
EjU Aiiz AVP
Azgwg. F
Dgzs RV
sAwPU
AAzslzVv.
g zs
aAvAi Eg
j zsP Aig
JAz Ugwwzg.
sgvz AzszAi
zvgzs,
zsPZguAi
PU Aig,
zzAiAv
zwUzg Eg
v AigAz
Ugwgz

187
UZg. Dzg
12 viz Z
vz tAiA
jP
PUArgz
PAqgvz. Dzg
Ezg Cxz U zAg
UAzz. Ez
UgwAi a
z, PU
z/z
Ai
GwPj
QAiAi a
z Cx AVP
vAv(?) Az
Cx zsP
Aig
CjgAvAi Pj
QAiAi a
z JAz
U.
52. Home-maker

GzU Ai
jPAi UAq
Avg UtAi Ugv
EAz UAi
APP UjAiiv.
gU jiV
gU zrAi Uz
Ai Pz
JAz
sAvv. Ez
zzU MAz
gP lQv.
Ez Ur
Q MAzq iP
z UP
v JA Zg
Alg, EAzq
AwP z
UtPv
vwPV zeU
Kj DZAi
Anv. Ezg
juV sU zV
UtAi i

188
Pg CAzg
JAz Ugwv.
iP U
Pg UtAig
iq P
Plz, gAi
giz Ugwz
Pzg, AwP
U Pg Ez
Aig PP
iq Plgz
C PVz. F
idz sv
WlPz PlAz C-
G AijAz
zsgUz.
V
UqUAz Prz
i
AAzsU, iU
''AiiV
C. Pqz
sU AAiiV
Ut z
zQAv Z
GwPgtUAq
zVz. 'Ut
UZv' JA iv
xz zAz
AwP zz
DAiP wgzzg
vwPV v i
PAi Azsz v
GwPgt
PzPAq P
zVz. UV E UtU
zV JA z
Pqz
P i Pg
jPAi
azVz. F
ZgU
gjU
ZAv EAz
AgZ z
wAi Ai-

189
C UtAiiVg,
GzUAiiVg,
vB C
Ai DVgv
JA Zg
Arvz.
53. Home workers
U
zg
Ai Ai M
zVzPAq
Aiiz wsz
v Ai(v wAi
Ai)P zg
Cz Ut PV,
Uzg P
wszAU Aiiz
v, szv Ez
Eg (MqAi)
Ai P
z U
JAz UgwVz.
Av PlAz
Aig gPV U
zsUz
GzU Aig
az zrAzV F
UAz
gUArv. F Uz
gdQAi gl
iP z
UAgV jUtv.
g ivAi
aAvAi
UPvU UAq-
tUg
sVUV
Azg
vPzzg
id Uzg
JA MAz UP CP
PPlvAz
ZjvAi AU.
54. Homosexuality

PAii
n,
AUgw,
AUgwv
F jPAi Ai
v U
jPUgq
MUAqzVz. MAz
AUP jzg q
AVP DPu v

190
, AU
P
ZlnPAi
AUP JUvz.
g zs id
Ez CdAz,
CwPAz
jsvz. 1980jAZU
Eg vAz
zAiV
UgwPAq v
gdQAi PUUV
gl
PUAqzg sV F
v AU P
P javz
jPAiiVz.
55. Housewife
PP
gU
Uz
Aqw,
Ut,
U
viz
EAUAr F
jPAi
AAiAzg AZP
v PU
Uwv. KPAzg
DV C PlAU
Ez jwAi PlA
AAi dP
PvAz v
vPUPArg.
Dzg Avgz PlA
AAi SVAiV
UgvU
Avz F jPAi
UAq, P v
U vV v
Ai
UtU
PgtUArv. Dzg
sgwAi idz
iv Ut
UZv JA F
jP zAz
a Cxvz
PAiz. AAv
jP: UPv (House
wifery)
56. Ideal woman
Dz
,
Dz
g zs id
g zs
iAiU

191
Av vQ jz vU,
zU PlAz
vQU zsP vgzAv
iq Ai
Dz JAz
Ugwvz. Dzg Ez
g zs
AiU Pq
PzzVz, D
idz
CUvUUUtV
v
ggPwgv
z. EzP Cvv
Gzgu
AZwvAig
jP. UAi DzsP
Azsz Qv
Ai, Pj
PlAz vQU
gPV GzU
PU U
dP Ai
vqU Ai
Dz JAz
UgwUvz.
Mmg zzg
gzs idz
iU ZZV
FqjPq D
idz Pg Dz
. AAv jP:
jt (complete woman)
57. Inclusive
language
MU
s
idz J AUU
CUvU, CvP
zAiiU sAi
svdg
MU s
Jvg. sAi
iV sU,
ZgU CQ
izsV
jUvzAiizg
V Cz
sU,
ZgU g

192
zsVz.
s P g
zsvAi
CQ izs
ivVgz Cz
g
zsPgt DVz.
EAz wg
sAi
gzsVz,
Cz Q sAiiVz. E
Gzvz zUU,
Gzv UtZPUU,
zg Avz Gv
z ZP zUU
ZPU E.
UAi P zUU -
Gz; Ae, Pm, ,
UAii- ZzUU
gZP E. F
sP AgZAi
gzsvAi
UnU
svz
PgtVgzjAz
g zsvAi
gPguAiiU,
jvAiiUD sAi
gPguAz,
wzPAz
DUPUvz. F Q
s
Ugw z Zg
sAi MUP
Pjvz. CAzg -
gjg sU,
ZgU wAiiV
Cz ggz.
58. Institutional
motherhood
AP
vAi
gzs id
vAi
sPj v
v CUvPUtV
S/xU
g P
iqvz. GzguU
Aigg

193
vAiPV
Awgvg,
vAiz zP
CjtAz
PgUvg. Ev F
idz v
wP, EZUU
zV id z
iUU CUtz
vAi
DgPAq
Cjwzg CAv
vAi AP
vAiUz.
59. International
Women's Day
CAvgg
Ai

1907 iZ 8gAz
mVgtAi
PPg UgAiv
v, 10 UAm Pz
Ai U Pz
z sU
PjvAv AiiP
nAi v z
ir jAz
wPlg. Avg
1908g Cz iZ 8gAz
v Aig
vzz P,
PPg zs v
CAUrU ZPUV
wsl ir g
gAiizg. iZ 8g F
APwPvAi
Ugwz dAi
id AiQ Pg
ghQ D CAvg
gAi V
Ugw az.
CAAz F Zgu
DgAsUArv. Avg
AizU
Azsz Ez
AvVz, 1960g
Ez v ZU
vgv. 1975g
WuUAq
CAvggAi

194
zAU Ez
dUwzAv DZguU
Av. EVAi P
gU z
CAvgAi
V
UgwPArgz Ez.
GzguU, zQt DP
DU 9 V
UgwPArz. AAv
jP: CAvgAi
(international women's
year) CAvggAi
zP(international women's
decade)
60. Kitchen
literature
CqU

v
CqU v
CqUAi P U
AAzslz J
DZAi Ai
v CqU
vAz
PgAiUvz.
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v P w-
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v vwz
Cz Jgq
zeAizVgvz JA
ii F
jPAi CqVz.
AAv jP: dAi
v (popular literature)
v(women's literature)
61. Lesbianism
Ai
A
Ez VP z
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Pqz Cz gz
PjVz. Ai
v AVP AUwAiiV
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P MAz d
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195
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VP EwAz gvz
Ai Aig
Azsz
Ai jPAi
Dz DP idP
z
P C
Pg Cz
JAz PgAivg.
62. Liberal feminism
Gzg
z
Ez MAz R
. Aii z
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P, iz
GzUP, i
PP i v,
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z AUivUV

196
sv ifP
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gPguAiU,
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zuAiU
M. GzguU,
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v z P
qAizA
AwP U
aAvAiU E
M. F
aAvAi e l
, nAm gg
aAvAi n
q Avzg
Ez zg.
63. Linguistic
sexism
sP
AVPv,
s
AVPv
sAiU
AUZP Egz
ivz AUv
CAvUvVgvz
JAz F jP
avz. GzguU
t a v
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APAU
z. Av
sAi Cf
UU AU
Dgz. Ae,
UAii Avz
zU Pqz
P AU
iv az Ev.
E sAi P
AUgdPgt
qAiwgvz, Cx
sAi
AUgdPgt
Gvwgvz
JAz avz.
64. Lost women
Pz
z
M v Cv
Az,

197
,
gv
z

gzsvAi
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EU, PP
jq,
PzU, gv
Vg Ai
Ugw F
jPAi
gv. RV
Ew v v, P
Ev AwP Ewz
U PUAq
AiAzsAi
P
ZjvAi Pl
Azsz F jP
v.
65. Male chauvinism
g
sw
Ai
()
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ZAi F
jPAi V
PUArv. g
v s, Aw, v,
qP EvUzg
P v
devVAi VAv
z JAz
vjP Aiw
P a F
jPAi
v. CzP z
F jPAi
iPU dAUz
vAi Ai
(m ZA) Ai
w JAz
P Ai dgz
eAVP U
a v. vB
ZA JA z
Ai Pmi
P Z JA
jAz
gUAqzVz,
zQt- gdU
CjPz
jPAi a

198
gUAq zVz,
Avgz g g
AiU
PUvqVv.
AAv jP: g
v (male supremacy)
66. Male dominance
g
v,
g
zP,
g
AiidiP
, g

F jPAig
'q' JA z
Pqz Dv,
zP, AidiP,
zsv Ev jwAi
sAvjPVz.
g
devVAi, U
dVAi VAv
. DzjAz Dv
giPg
Azz dzz,
AiAivzz JA
APAi
AiV v
grU vg P
Ai g
P z F
jsAi avz.
AAv jP:
Cv(female subordination)
67. Maleness
UAqv
,
UAqUt
tUtP AAiiV
Pz jP.
Dzg PAi Ez
iUt J
Ai
PUvz. U F
i Utz tUt
gvVgvz.
UAqUt JAz
AiiU
zsvPVAi
jUvz. Mglv,
w, Gzvv,
Gzgv, Ppt
Avz
UAqUtUV Ugw
C g
dVAi
Eg/EgPz, t

199
Ez/Eggz UtV
jUvz. AAv
jP: gv
(masculine)gvPv(masc
ulinity) tUt(femaleness)
v/t(feminine)
AiivPv(femininity)
68. Marital rape
v
CvZg
v g v
AqwAi v
DAiiV sv C
EZU gzV
AsUP PAqg
Cz v CvZg
JUz. F UAi
g vAi
idz J
gUAi
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Ez CvZgz U
vgPAz U
gqwzg.
EVAi PqzAv
MAzgq gU
iv Ez P
ZPnU Mnz.
AAv jP:
CvZg(rape) PlAP
A(domestic violence)
69. Marriage

EzAz ifP
AAiiVz Ez
g g eU
vz Dz jwAi
Sv. zs
EzAz v
AzsV jvz.
id -
gg q AVP
AAzs v
AvvwAi
CPvU
AAiiV svz.

wP v svP
AUv
KrPq AAiiV
jvz. CAvAi

200
U Ez
UAz S
Aiwzg. Cg Pg
EzAz Ai igl
A(gzQu, Pvg
EvU Az),
CvZg v
nPAi
P zU
A( v CvZg,
C zAvz,
zAivz
zAvz Az),
t z
FqjPq
A(zV t
CvAi g
UzU). EU
PrPjzzg
zz R
Ai Az
VAv ZV g
vQAi PAi
g zs A.
AAv
jP:AzAiP
(arranged marriage),
(love
marriage)CAvg ew/CAvg
zsAi(intercaste/inter
religious marriage) z,
(civil marriage)
70. Marxist
feminism
iP
z,
v
z
Ez zz MAz
R Vz. F
aAv KPPP
iPzz
UjPAi
M Dzg Czg
UPAi Pz U
Ai
AzVz. Czg Pg
iPzz U
VPgt
svV
g iv
UzlPAqzVz.

201
v Ai
U DPAi
AAv g- UAq
Cx vAz- Az
jsUvz. CAzg
Cz Ai MAz
vAv WlPV
jUt JA
AizAU
vz Dz U
VPgt Ai
Azsz Arvz.
CUAzg, 1.
GzU - Ut,
2. Ai MU
zrAi (U
iq) (Ut)-
Ai gU zrAi
Uz , 3.
zrAiz (Av
)- zr Ez
(gzV). F
jPU F
v dAU
v P
iz Ai
sfP Jvz.
EVAi F
iPz v
zz zAz
Kl, CAwV UAq

szUAq(iPz)
A nPU
MUVz.
71. Masculinity
gv
Pv
ifPgtAz
gU
gs
a F jP
Uvz.
UAqUt, gv
v
gvPvU
a Pqz
gv JA MAz
z iV

202
Uwz. i
Cxz g AVP
v zP
x(v)
PjvAv gv
J z
Uvz. Dzg
z 'UAqUtU
U dV gU
Az UtUVz, Ez
Dzsj Dv P
ifP sU
CAzv
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gv
jvz. U MAz
fAiU t-
UAqUtUgq
itz
EgvAz ifPgt
QAiAi Czgg
MAz Ut(zP
UgwU CUtV)
jtVvz. F
ifPgtAz
DvU
Uts
gvPv JAz
Ugwvz. F
jPU tUt,
v, AiivPv
EUU CUtV
jnz, Ezg
PAi UAzU.
gv v
vU J v
Aiiz eP v
Aiiz ifP
jPAiiVz
Jzg wiz
UAz EzP Pgt.
AAv jP:
UAqUt(maleness)
gv/gv(mas
culine),
gvPv(masculinity)

203
72. Matriarchy
iv
zs
F jPAi vB
iz
jPAiiVz,
U Ez
UAi Svg.
CU
SzzAzg, 1.
g zs id
gU z
Cvzz
PAvz id .
2. Aw v
DZguU Ag
Pv id
AiAzg P. 3.
DAi v
DPwUgq
gjAz gvz
PAv idz
x. 4. PAvz
g ifP
DZguU,
APU j
U
guvPz jP. 5.
PAig
PjvAv id eUAz
gvz zizjAi
v vvP
gu. AAv jP:
ivAi
ivAi
ivAAi
73. Misogyny
z
Aig
zqg, AiAZPg,
ZAZg,
WvPg,
CZjPg, Cxg,
CwsPg,
WvAig
EvAiiz CUtU
Dgv, Czg Dzsgz
Aig z,
x v
ZjvU
CiUv, D

204
PgtPVAi Cg
CPg,
zPAi iq
g zs
Ai Pr
z F jP
avz. F z F
idz MAz iV,
CgaAiiV, zAwP
V
wvVgz
UA JAz
Ugwvz.
74. Missing woman
PuAiiz

Pzz JA
jPAi EwP
AAzslAv
Uvz. g
zsv idz AU
DAi, stv,
vAi PgtAzV
Aig ASAi
gg ASU
CUtV Eg CAzg
PrAiiUwg
Azsz F
jPAi
Uwz.
AUvz Pt -
gg ASAi
vAi,
Czgg Aig
PgvAi F
jsAi avz.
75. Motherhood
vAi,
ivv
i dAUz Pz
z Avz
UgvUAq KPP
AAzs ivvz.
vvQAv V
ivv Z
vzz U
ePV
UgvUz.
Gz J AAzsU F
P
gUArgAvz.
UVAi Ezg U U

205
a zRU
gV zgAiv.
i AAzsU
Az ivvQg F
UnAiiz Ul
MqAi PgtPVAi
vzs id F
PV iU
gv JAz zz
vP. 1. KPAVAiiz
MAi vAiiU
zs. 2. wAiAz
U MAz
vAzAi(CPv)
AgP. 3.
UAqz t
U(Cv vAi)
CPv. CAzg
Cv, zs, jvP
Ai ivv
EvU E
UgAivz.
AAv jP:
vv(father hood)
76. Mothering
v
QAi
F jPAi eP
ivvQAv z
Ai QAi
v PvAi
UgwUvz. Ez
ePQAv ZV ifP
g
PjvzVz, gg
Ez zVz.
vvzAv vv
vAiQAv
UPzz.
Dzg AUzsjv
sdAi Cz
Uvz.
vAzv U
PlAzZV swP
CUvUU iv
vUvz. U
CzPV DvU U
tt
CPg

206
zgQPqvz. Dzg
Aig F P
Aiiz wsz,
z Ev
UAmU zrAi
iv AizVz.
77. Mother tongue
iv
s,
vr
U dV z
PAi sAi
ivs JAz
UgwVz. U
z Zg
vAizVz, C
P(C sAi)
Cz PAivz J
vP Ez Dzsjz.
Ez z
's' JAzQAv
z gzs
aAvAi jP.
DzsP Azsz e
vAve
g eV
jv, iPU
Pj Aiv
qzU ivsAi
PU CP
zgv. EVAi
dg Avz
szAiU
z sAi
vsAiAz PgAi
grAi Ez.
78. New woman

,

wPz, iqAU
Avz PvU
PU vAz jP
Ez. lj QAz rz
DzsP CqU Ai
PguU
gU
egvU
JAz PgAiv.
wPU v
gAjP PlAP
djU zAz
Pjv
PvUU Pl

207
zsAiV V
Ai Pt
Ai
Jvz. z
vz Dz DAiAi
vAv
Cs Ai
Jvz.
sAAv jP:
d(real woman) DzsP
(modern woman),
iv (western
woman)
79. Patriarchy
vzs
,
g
zs,
g
,
g
,
g
sv,
g
g,
gq
v
F jPU AAzAv
Pqz
AiUU
Ptzzg
vzsvAi
itPvUAq
AiUVz.
gU AVPv
CPgz P
giPg v
DyP vU
zgQPng .
Ez g
Gvz z
tPv id. F
Ai v
PlAzAv AUAz
U AUzsjv
sdAi P
GzAz. F Ai
R PtV A
gAz
UgvUz,
DAi P vAzAz
UU jz
gz U
Avg g
U v
zz
UgwUvz.
Pz vzsv
v
gzsvU

208
ixP
jsUAv
Uwz. AAv
jP: vAi
(patrilocal) vAi
vAAAi
80. Sex
AU,
eP
AU
AU MAz eP
AUwAiiVz, Cz
g q
vAi
avz. AVPv
v Avvw
Pgtz zP
CAUUDzsj
AU
UgwUvz.
iV
gzs id
Jgq AUU -
v g-
iiqvz. Ezz
Cz AVU(AP
AVU) JA EAz
AUewAi
Ugwvz. U
Ez Uz
zAz, zg
Az svz.
EU g
xAUAz,
Ai Jgq
AUAz sv
CzPUtV
tPv
i
Uvrvz. F
AUvzsjv
tPgt
z gzg,
AVUAz
UgwU
zAi v
v g AUAz,
GsAiAV JAz
UgwPv F Eg
AU zs

209
aAvU
gPjvz. AAv
jP: PAq P
81. Sex
discrimination
AUvgv
,
AUsz,
AUzsjv
vgv
eP AUv
Dzsj gzs
id gg
vgv
AUvgvAz
PgAiUvz.
tVg eP
vAi PgtAzVAi
C GqU-vqU, -
s, -sU
vgv
Dgz
Ptz. GzguU
AUg P
PU, Jgq dqU
MAzq Eggz Ev
82. Sexism
AVPv
z
F jPAi
z dAVPz(racism)
JA jPU CUtV
gz. dAU Ptz
Dzsgz
dAUz dg
zizjUrAv
AUz Dzsgz E
zizjUrUv
z. gVAv
Q JA
APAi
PrPv
zP
gAvgV Pr
-gg qP,
s, iU wvg
QAiU v
AVPvz
JUz.
83. Sexist language
Q
s
EAz wg
sAig
AUvgv Ut
a F jPAi
Uvz.
GzguU, i JA
MU z

210
P gZPV
z, z Avz
zU P
ZPVgz,
Cxz v,
gdz dP,
gw Ev
jsU ZuU
vAgz Ev. Mmg
zzg EA
sAgZ v
PAig
gzsvAi
a F jPAi
Uvz. EzP
AiiAiV z
sAiAzg
Ai
Arvz.
84. Sexuality
AVPv
sAi AgZ v
PAi g
zsvAi
JgPAiz.
gzsvAi
HfvUwg
PgtU Q
sAi
zzVz.
aAv v Czg
CQUgq
AVPU P
Ez AVPvz
Gv v
AU Jgq
PU
P v v
UtUPArz.
85. Sisterhood
zjP

1970g ijU PtPAq
F jPAi
svv(zgv)
jPAi A
jPAi. zz
EzP z Sz.
Aiiz Cv Cx
tPgtz
Aig Ai,

211
Aig KPvAi
zz CPv
jP EzVz. U, t,
ew-dAU, s-AwAi
J vU j
Aigg i
CAU Dzsgz F
jP Awz. Dzg P
z F
jPAi
AigAV Azsz
vU MP
zsvz.
86. Socialization
ifPg
t
v ifP
qPAi,
iU Qvz
Cr
QAiAi
ifPgt Jv.
eP fAiiV nz
U Aiv ifP
fAiiVgUz
F ifPgtAzVAi.
CAvAi gzs
AUAi
iU,
qPU
Qvz Cr
Cg ifPj
QAiAi
AAi
PlAVz.
87. Technosexism
vAvdv

AVPv
DzsP vAve
Pv -RV
JPP v iw
vAve Pv-
Ag AUAi
vgvz g
j F jPAi
Uvz. F
Pv FUU Eg
AVPvz
DzsPvg
Azsz U
gvwz
JAz F jP

212
jvz. GzguU,
PAlg, UrAiig,
PPlg, ZPOm
g Avz JPP
zszsU
CrVg -
gg zsAi Pq
idz tPgtP
CUtVgz.
88. Third world
woman
g
dUw

dAVP v Uz
Az
UgvU F
jPAi Azjz
gU v
g dUw
gU Ai
z guAi
Az. Aig-CjP
wP v
zAwPvAi g
dUw Ai
qvz, CPgvAi,
v PU U
wP Ez, j
v EZAi j
AiAvtPng
AiiV jvz.
Dzg g dUw
z Ez
gPjv v v
vPV
wP
Aivz. Aig-
CjP zv
S g
dUw Ai D
dUv it irz
v id
Az GAmz w.
vz F
gU g
dUw gU
DVg, C Cg
Ugw jwAi
Ai DVg. Ez
v e Gvz

213
x JAz v. C
PgtPVAi Aig-
CjP U
'g dUw
zj'Aig JA
AzsAi
vwPV gPjv.
AAv jP: g
dUw z (Third world
feminism), vt
z(grass-root feminism)
89. White feminism
Ai
z,
z z
PAig Cs
v U
wgz
Ugw D-CjP
U v
z
PzAz
PgzPv,
CzgU Ez zP
Ai z JAz
Pgt irzg. D
P Ai Aig
Cs v
Ai dUw J
AijU
Dgv,
zzU Pq
Aig Dv
UArz U
UArz JAz
QU vAzg. AAv
jP: tz(colourism)
90. Widowhood
zs
Ez P
Az jP.
wAi PzPAq
Ai a zs
JA z
Uvz. j
-gg v
v AUwAi
PzPz
dzg Aig
Azsz iv
EzAz wAiiV

214
jsUvz.
zsUV P id
g vPz
f P, PlU,
Czzsjz iU
Ml v
zsAz
PgAiUvz.
GzguU, zsAig
HmZg, GqU-
vqU, ifP
CPU, gz
zs EvAigU
J Ezg Ai
gz, EzAz
fg DZguAiiVz.
F id zsU
iAvgV zsg JA
z Azg,
zsgvz DZgu
PAqg. AAv
jP: wzw ,
Wlz
91. Wife-beating
AqwAi

qAi
z,
AqwAi
qAizg P
v P,
wAi
w PlAP
zd
EwagU
PUU PlA
AiAz AVv.
Dzg EwZU qz
dP ZZU,
CzsAiU EzAz
Aiiz
gzs
PlAAi
PtAz vjPnv.
zAv, Av,
UjP PlA
idU Pq
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qAiz CvAv
d v AiAiv
qP JAv

215
sUvz. F
wUzg Ez
UAq-AqwAig q
AiQP AiVAi
jsv, EzAz
ifP AiV
Ugwz
gPj CAiU
Vzg,
ZU glz
sV EAz PlAP
AAi Pr vgVz.
AAv jP: PlAP
A (domestic violence)
92. Womanism

,
Ut,
z
Ez sAU
gAiV P
z gz
jsAiiVz, CjPz
z PgUw C
Pg Ez
Zgrz. DP
idz t Pjv
ZAZ,
djAiv,
qUnPAi JA
vvP Cxz
Uwz,
zP, DP z
zsg, b, z JA
zsvP Cx r
U v
P MnU Ai
z,
gzs P
id g
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jPAi PAi
gdQAi . s
jsAi t
PjvzVzg,
js t
ivz, Er
id PAi
Ai U
Qv avz
JAz C z.

216
93. Womanliness
v
F jPAi A
aAvAi sUVAi
gUArz, Ai
x Czg J
jtvAiAU-iP,
zP- Eg
CAvUz Dzg
Jgq AAzs,
Ai
AzQ
Qv a
Uvz. E
UgvU
v z,
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UtUm
wzgAU
C zsAi, zqsv,
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w P
C UV
Uvz. AAv
jP:
v(womanist)
z(womanism)
94. Women's issue

Ai
Ai JAz E
z
,
,
Ai PjvAv
Uwz. g
zs
AUAi
z
PgtPU
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AUwU,
U v
U
AiUAz
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217
AAv jP:
(women's question),
(women's problem)
95. Women's
magazine

wP
DzsP Pt U
MzVzg Ai
Ai wPAi
NzUV
UgvUAqzg
AzAi wPAi
jPAi
gUArv.
UgU
zsUz Aig
q NUV, DzsP
iU
gqPUV
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u, P, P
, Pw EvU
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Pjz. Aig
P AijU
DzsP iU
v
Pv. Az
Aiv
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wPU
DgAz.
96. Women's
movement

Z,

gl,

DAz
,
Z

1960-70g zPz
ivUV qAiwz
Aig gl
gl,
Z Z JAz
PgAiwz, Cz
90g zPAZU
ZAiAz
iV
PgAiUwz.

218
gl
CzsAiz PtP
ZlnPAi F
jPAi
dAiVv. Vz
Egqg q
v
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A vwPv zz
Az glz
DVg. MAz jwAi
ZAi
J MU
Ut Ag Gzg
jPAiiVzg
j F Ut Czg
evP, yvU

219
PgtPq DVz. Pqz
Z, DAz,
gl, PAw JA
zU z,
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itPvUArz.
EU PAw v
gl zU Az
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z id
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v gl
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movement)ifP
Z(social movement)
zsgu Z
(reformist movement)
97. Women's page
l
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l CAPt (eU). 1859g
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e PAUi P
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q Zg Ai,
AP izsV

wPU
DgAz. AAv

220
jP:
CAPt(woman's column)
wP (woman's magazine)
wP (feminist journal)

wPz(woman's
journalism)
98. Woman's place
Ai

gzs id
CqU Ai
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g
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99. Women's right

PU

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id Ai
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rights), UjP
PU(civil rights)
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g
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JA jPU q

221
i
,
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v
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PAqg. AAv
jP:
wUw(woman's position)

222
101. Women's writing

v,

g,

v
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Aig gz
v
vAz UgwVz.
g PAv
Ai Pq F
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gUAqzVzg,
v
Aig Aii
gtUAi AUv
PjPAq v
gavz Cz
UgwzVz.
AAv jP:
CqU v (kitchen
literature) dAi
v(popular literature)
102. Working woman
GzU
,
GzU JAz
iV g

223
zrAi
/t

iq PU
a Uvz.
70g zPz Az
gU g
iqAv P ir,
gi
qAi Ai
GzU JAz
PgAiv. Ezg
Dzgz zz
Ut v GzU
JA gzsz
zAv Zvv.
Dzg 90g zPz Avg F
gzs
UAz U
vqVzg.
DzsPvg iP
U UP
v J ZZAi
P, AwP
U
Utvz jPAi
P F sdAi
gPjzg. CU
Pg zz F
jPAi
zUz Ai
zz UVz.
KPAzg PUU,
P Aig, gv
PlAU Ai
zAz Ai
gV zrU
gvz DVz.
PP PlAU
GzU Ai
MU
uUwz, C
Ut MAz z
Ut P v
GzUUgqg
vqVPAqVz.
UV Aig
Ut-Gz
JAz sfz U

224


gzsz Cz
Uz
CeP v
DvWvP JAz
gPjv. FU
zz
GzUz U
ivqU
JZjPAz AiV
P v Ai
gV P JAz
V
UgwUvz.
AAv jP: Ut
(housewife), (home-
maker), Pz (workplace),
GzUz Wv(work
dignity)

225
Appendix No. 8

Translating Social Science into Indian Languages:
A Translators Handbook

Tharakeshwar V.B.

Translation training is a buzz word today, and there are many schools/institutions that
offer such training. But descriptive translation studies claims that there is no theory which
can teach you translation in general and that all theories that exist today are partial in
nature. If we go by descriptive translation studies, it is not possible to teach translation at
all. There are many well known translators who dont know any theory at all. Even if you
ask them to explain how they translate, even if they have done the translation better than
a trained one, they are unable to verbalize it. It is true that until the descriptive study of
all translations is done we cannot have a theory of translation. But again this doesnt
mean that the existing theories are useless. What I am bringing to your notice here is that
all theories are partial.

Confusion in the field arises also from failing to make a distinction between theories of
translation studies (how to study translations) and theories of translation (which will help
you to translate). Again the caution is that, I am not saying here that theories of
translation studies are not useful for translators, in fact they are, but the immediate
objective of the theories of translation studies is not meant to help the translator. This
handbook neither offers a theory of translation, nor a theory of translation studies; what
this little handbook offers to the translators is awareness about certain issues during the
translation of social science materials into Indian languages, mainly from English. In that
sense it is a preamble to what James Holmes calls as medium restricted, area restricted,
type restricted, problem restricted partial theory of translation.

In this handbook first we discuss what social science and translation is, and then the
practical aspects of translation of social science into Indian languages.

1. What is Social Science Literature?

226
Though writings can be classified on the basis of the style that they employ and the genre
to which they belong, one can also classify them on the basis of academic/disciplinary
division based on their subject/content. In academics, the subjects are classified normally
into Humanities, Social sciences and (pure) sciences. Humanities generally comprise
philosophy, and the study of languages and literatures, which are more hermeneutic/
interpretative in nature. Social sciences comprise those subjects that mainly focus on
society. Sciences include those subjects that focus on the physical world/objects around
and within us.

But these neat divisions are not tenable. For example History, as a discipline though
generally classified under Social Science, relies on interpretation of the historical
texts/objects/structures/artifacts etc. Similarly the disciplines that come under Social
Science such as Economics, Sociology, Political Science, Anthropology call themselves
as sciences because they assume that the understanding of society, polity, humans etc.
that they are producing, is verifiable, and because they are adopting scientific technique,
their results are reproducible to some extent. But we know that actually this is not the
case in spite of the claims made by these disciplines. They too depend heavily on
interpretation/hermeneutics, which could be just as subjective as in the case of
humanities.

In this context the distinction that is there between humanities and social science itself is
called into question. If we look at what social science is as a definition, apart from, how
knowledge is classified into different streams based on the predominant mode that they
adopt, we get a better handle on what social science is. The predominant definition of
social science is a set of disciplines that deal with human relations in society (the
relations could be economic, social, political, legal, historical etc.). This definition too
doesnt exclude humanities completely from the ambit of social sciences or it doesnt
demarcate completely social sciences from humanities. Linguistics (especially socio-
linguistics), Poetics, Philosophy etc. too fall within the ambit of social sciences as they
also adopt a systematic study of the object of their discipline. If we look at the sub-
branches of any discipline, it becomes clear that the distinction between disciplines/

227
group of disciplines is not absolute. For example studying the society of the past would
be Historical Sociology in Sociology and Social History in History. Thus the links
between various disciplines actually narrates the story of continuousness, coevalness,
coexistence in knowledge. The boundaries between the disciplines are only a matter of
convenience, and are created as part of organization of knowledge -which is ever
expanding-, only to be breached in research time and again. Philosophy is supposed to be
the root of all the existing branches of knowledge today, but has been unfortunately
reduced to a discipline in humanities today.

2. What do I mean by translation?
By Translation I mean dissemination of knowledge in a language other than the language
in which it was initially encoded. Here I would like to do away with the definitions of
translation that are premised on the notion of equivalence. If Sapir-Whorf hypothesis and
the post-structuralist view of language, which claim that the reality is shaped by language
rather than it being just a vehicle for transmission of knowledge, are taken to their logical
end, then translation based on equivalence is impossible. Here I dont want to elaborate
on the debate around possibility and impossibility of translation. Irrespective of the
question whether the translation based on the notion of equivalence is possible or not,
knowledge has been disseminated from one language to another ever since languages
have developed to represent the sense that we make of the world we live in.

3. How do I become a Translator?
We have seen earlier that there are no theories through which you can become an instant
translator after training. But there are prerequisites to become a translator, the minimum
requirement being knowledge of two languages. You need not be a perfect bilingual. You
need to know the source language enough to comprehend it and the target language to use
for communication. But for comprehension it is not enough to know the language but to
know the subject well and knowing the subject well means knowing the register in which
it is written and the conceptual terms it is made up of. But again this level of bilingual
competency may not guarantee that you become a translator.


228
Then will training in translation help you? Yes to some extent, but you need to keep in
mind that training in translation will only help you to understand the common problems.
But each translation will have its own set of problem of translation depending on the pair
of languages that you are operating with. The theories of translation that you might have
picked up during your translation training might come to your help only if you know how
to apply this general theory into specific cases and it is a matter of experience.
Translation Studies helps you to some extent to critically reflect on your experience and
form some generalized principles which you can acquire. So, it is important to critically
reflect on your own practice and experience of translation, which can help you to solve
some of the problems that you encounter.

In some countries there are professional bodies of translators, which will have a registry
of translators. The translators can register with these bodies. Some of these professional
bodies also assess the translators and certify them. But in India we dont have such
professional bodies, though some associations of translators have been formed. They are
basically forums where you can discuss the problems of your profession and also get the
advantage of sharing the forum with other established translators, which might benefit
you immensely in your career as translator. National Translation Mission, which is given
the mandate to take up translation of knowledge texts into Indian languages, also has an
online database of translators, where one can register for translating. If you fir their bill,
then they can assign translation work to you.

4. How to choose a text for translation?
Generally in professional translation choosing the text is not the responsibility of the
translator. But in Indian language situations, the teacher/activist/scholar has to double up
as translator. Generally the teachers/scholars choose those texts that they think will have
immediate audience/market, or on the suggestion of the publisher, or they would suggest
to the publisher that this particular text has a market, and the publisher accepts it. Or
some teachers/scholars might try their hand at a translation, i.e., as a practice, as an
amateur activity, and later might decide to publish it, if they think it is worth publishing.
The activists translate certain things on the demands of the movement; for them choosing

229
is already done, when they have embraced a particular movement; their choice of texts
for translation stems from their zeal to popularize a particular ideology or a particular
idea. The amateurs generally translate, to put it in their own words, for the heck of it,
i.e., they read/came across a piece which they liked, so they wanted to share it with the
target language speakers/readers.

When this is the prevailing situation, how to choose a text for translation? You need to
consult the subject experts/scholars of the field and various other stake holders in social
science at the higher education level and on their advice choose a text to translate. Even if
you are a translator/.scholar/teacher of that particular discipline, it is better to speak to
experts and colleagues, and even students before finalizing a text for translation.

Now we have other players in the field like NTM (National Translation Mission,
established by Govt. of India), which is going to be a major player in the field of
translation, especially with regard to higher education, who choose texts for translation
into Indian languages through their own mechanism. Many University publication wings
also choose texts to be translated. If you want to get published by these major players
then keep in mind the criteria adopted by these institutions, as these institutions are not
averse to publishing the translation done by somebody else if it matches their
objectives/criteria, even though it was not assigned to them. Or else you have to look for
private publishers and it is not difficult to find many today.

5. Some of the Basic concepts which have to be re-thought in Translation field for
effective translation:
1. Translator: Not someone who just has the knowledge of two languages, but also has
the knowledge of the register of particular fields/disciplines. In that sense we cannot have
a translator who can translate anything from language A to language B, we can only have
a translator who can translate subject A in language A into language B. It effectively
means that the category of translator has to be qualified as sociology translator,
economics translator, science translator, drama translator, from language A to
language B.

230

2. Source text and author: The one which haunts the translator, the one which humbles
the translator, the one which exhorts pressure on the translator, this is how it is seen. But
if you know how to comprehend it and you know what your target audience/ readers/
students/ learners want then you dont have to be under any kind of pressure from the
source text. Source text is there to be understood and reworked, not to be adhered to.
Once you understand it, it will listen to you and it gets molded the way you want it to be.

Because understanding of source text changes over time, new perspectives emerge and
the source text acquires newer significations. Understanding the source text means
understanding various significations of the source text and identifying which
signification/s that you would like to bring into target language. In that sense source text
is not a fixed entity but a process riddled with changes. At the time of translation, you
need to be aware of the process and make your choice of particular signification/s and
think about how to bring in that into target language.

After all you are going to be mainly judged on your target language text, though some
might compare it with the source language text, but your aim is to fulfill the objectives of
your translation, not to be unnecessarily bogged down by the source text.

But again there are caveats to this position:
When the author also knows the target language then you might have to work
with the author in collaboration and negotiate your translation strategies.
When there is a copyright over the source text, in this case, if you are not getting
permission from the copyright holder, then you can rewrite the entire source text
in your words but acknowledging the author of the source text i.e., quoting and
employing the strategy of summary translation. While doing so you have to be
aware of the copyright act of the land. The copyright act of India can be seen as
an appendix to this handbook.
When you are assigned the task by a publisher, the initiating agency might give
you a brief about how to go about it, which you should try to adhere to. Or if you

231
think the brief given by them is not suitable for the objectives, try and see whether
you can negotiate about it with the people who assigned the task to you. If they
have not given any brief, prepare one from your side on what translation strategy
you are employing and get their approval. Otherwise, if they have a language
editor or a translation editor then you would have problems, as the opinion of the
editor on your translation strategies might be different from your own. So it is
better to have an agreement on translation strategies to be employed in the
beginning itself.
If you want to change the strategies of translation, i.e., deviate from the agreement
or the brief given by them, after trying it out, feel free to change it after consulting
them/convincing them; you should be in a position to verbalize your experience
so that they accept your proposal to change the translation strategy.

3. Language: We said earlier that the translator needs to be a bilingual. As language
plays in important role in translation we always think that translator should know both the
languages well and should adhere to the rules of the target language, as we are told often.
But we forget that the translator is the one who is indulging in shaping the language
through the translation, making that translation signify certain things which it hitherto
might have not signified. The contribution of translators to the changes in a language is
immense; it is both lauded as well as derided. Translations introduce deviations to the
existing rules in a language and some of these deviations might stay and become the
regular feature of the target language. To what extent one can deviate to what extent one
is to adhere to is the question that at each step in the process of translation the translators
have to face, and the decisions that they take is historical and is an intervention in the
process called language, an ever changing entity.

6. For whom (Target Readers) and why (Objective/s of Translation) translate social
science literature into Indian Languages?
We can broadly classify the recipients of social science literature in Indian languages into
two categories.
For whom:

232
1. Those who are studying and doing research in social sciences in
Indian languages i.e., those who want to specialize in the subject.

2. Those who need to know about the things that affect our lives or
the people/things around us - let us say general public, who are
not specialized in the subject.
Why:
1. Those studying or doing research in social sciences in Indian languages

By and large, English is the language of higher education and
research in India
But,
With the expansion of higher education (I mean University
education) in India, more and more people are taking up social
science courses at the University and pre-university level and
some of them also go on to carry out research in those subject
areas in an Indian language, in which they had their school
education. The case may be different in some of the prestigious
and elite Universities but in the non-metropolitan Universities,
without any official order as such, the Indian languages are
becoming if not the language of instruction at least the language
of examination and also the language of research.

To make them up-to-date with what is happening in their
field
In this sense writing social science textbooks, reference material for
University courses would come under the rubric of translation. It is
essential not only for the courses, but also for those who are
engaging in research, to be up-to-date with the knowledge of the area
on which they are researching. Here, some of you might raise the
objection that at research level, the scholars who are working should

233
be able to read, if not write in English. That is, a certain amount of
competency in reading/comprehending English texts of their
specialized subject is expected of those who are engaging in
research. Yes, I too agree with this view. However that is not the
case in most of the Universities. When research scholars are not able
to comprehend the available literature on their area of investigation,
in the interest of better research, it becomes essential to make that
literature available in the language that they know. If you take the
example of South-East Asian countries, many are technologically
and scientifically very well advanced; for that, they provide all
relevant literature in the language that the scholar knows. It is the
case in European countries too.

To write standard textbooks for students who take up
courses
Though more and more students are opting for writing exams in the
Indian languages in Humanities and Social sciences, the medium of
instruction continues to be English. The classes happen in English,
so it is not of much use to the students when it comes to writing the
exams. The relevant material is not in the languages that they best
understand. Consequently, they opt for cheap bazaar guidebooks to
read and write exams. Therefore, there is a need to write graduate
and under-graduate level textbooks in Indian languages for Social
science students. This is also largely a translation activity, which is
in demand nowadays in India.

Why: 2. For those who need to get knowledge about society- let us say
common people
Until now we discussed the academic need of translating social science
literature into Indian languages. Now let us see whether there is a general need
for social science knowledge in this country. I would say the answer is yes.

234
The common people in the society are not just mute spectators who simply
observe whether natural or unnatural scientific things affect their life. Natural
events such as tsunami, floods or man-made problems like triggering bombs
in public places or leakage in an atomic plant, affect the life of
individuals/family/village or a society in general. Knowledge about these
happenings would benefit them at the time of crisis. Those who would like to
be in voluntary sector/service sector by taking up paid professions or
independent work would also need up-to-date knowledge of their field.
Whether its a photographer, or a telephone booth operator, or a videographer,
they all need knowledge of the task that they are undertaking.

English - the lingua franca of India
Various materials relevant to academics and to the larger public get generated
in Indian languages. In order to communicate the issues that have pan-Indian
relevance, the material so generated needs to be translated into other Indian
languages. As English is the lingua franca of India, though Hindi performs
this function in north-India and to some extent even in South India, these
materials have to travel to different parts of India through English and then
finally arrive in their Indian language suit. For example, the relevant material
generated by womens groups or Dalit groups in one part of India in a local
language needs to get communicated to similar kind of groups operating in
other parts of the country. Translation into English and then translation again
to the concerned Indian language is the only solution in such a context. Thus
there is ample scope for translating social science literature into Indian
languages from English.

After convincing ourselves about the need for translating social science literature from
English into Indian languages, now we need to come back to the practical aspect of
translation.
Is translation of social science literature from English into Indian languages
different from translating other kinds of literature? If yes, how?

235
If I say there is not much difference, then there is no need for a theory of translation. In
fact many who argue that theory is not going to help us in any way with the practical
aspect of translation would argue that if you have the mastery over two languages, or the
comprehension ability in the source language and a good command of the target language
that should be enough. With practice you would become a good translator and no amount
of theory would help you in any way.

Yes, it is very essential to have the mastery over the two languages or comprehension
ability in the SL and good command in writing of the TL. But that is not sufficient. You
need to have something else to translate. Let us see what these are in the context of social
science literature. What I say about social science, to a large extent, might apply to
science literature too and to some extent to literary criticism/theory/poetics.

What are the requirements of a translator in social science?
Common requirements that is needed for a translator:
1. An ability to comprehend the source language text (SLT)
2. An ability to write in target language (TL)
3. Awareness, intuitive or explicit, of the structural differences
between SL and TL

Specific issues/requirements in translating social science literature from English into
Indian languages:
As we have noted earlier, a typology of translations can be drawn on the basis of
content/subject. In that, subject specific translation is one. Within it based on the target
readers, we can make two more distinctions, as represented in the following diagram.
Translation

Subject specific translation

For General Public Specialists/students of the subject

Figure 1


236
The method of translation varies according to the objective of translation and also
according to the target readers.

If your target readers (TR) are general public who are not specialized in the subject
area, then the following issues have to be kept in mind:

Knowledge of the Subject
It is very essential to have the knowledge of the subject to comprehend SLT. Even when
you have the expertise of the subject, sometimes you might encounter problems, if the
SLT contains new research output. Then browsing the web for help would be a better
option to understand the concept/argument, if you dont have subject expert around. If it
is an established argument in that subject and still you have a problem in comprehending
it, subject dictionaries and encyclopedias would be of help to you.

The style
The style has to be very simple; whatever may be the style of the SLT. Conveying the
information and having the desired effect on the readers should be uppermost than being
faithful to the TLT. The style has to be more descriptive and explanatory with adequate
examples. You need to introduce the content by using the terminology and already
existing knowledge in the TR. Giving plenty of examples to make a point clear would be
one of the ways out. The style has to be attractive to the readers, so that they are
persuaded to take up the reading of TLT.

The Concepts
Instead of using the concepts that are used by subject experts, a simple description of it
would be more useful in terms of communication. If there are any popular words in the
target language among the target readers, use it rather than the concepts found in SLT.
For example for electricity in Kannada people use power, current, electricity, vidyut in
their day today conversation though in the register of the subject they have different
meanings. Use the more popular word than the concept. Similarly for religion you might

237
have different terms in use in day-to-day conversation such as Dharma, Mata, Samudaya,
Community, Jaati.

For words that are not in the TL
If a word is not found in the TL, sometimes it is better to borrow it than trying to coin a
new word or using the old one to reflect a new meaning. While translating, if linguistic
fundamentalism starts dictating terms then it will do harm in the long run than helping the
TL. When we are conscious about our translation activity, we tend to translate each and
every word. We start finding a suitable word in TL through dictionaries. Only when it is
not found, we may go the extent of coining new words. This is not necessary, when your
target readers are general public. For example while translating positive and negative
we start translating them as either Dhanatmaka/Ityatmaka, Runatmaka/Netyatmaka
respectively. I dont think the general public in Kannada uses these words. They are more
accustomed to positive and negative than the words derived from Sanskrit. So in this
context it is better to keep positive and negative as it is or find a descriptive word in
the TL, which wont cause any hindrance to the readers in comprehending the TT.
Effective communication should be the criterion.

Borrowing/Accepting
This brings us to the question of borrowing/accepting words from one language into
another. Borrowing/accepting is one way of ensuring the growth of a language, making it
rich so that it could represent different realities than it could earlier. In the post-1956 era
we have become very touchy about borrowing/accepting words and we operate,
especially in translation, with the notions of purity and pollution.

Local examples
While discussing an issue such as communalism, secularism, if the objective is to
familiarize them with the dynamics of religious fundamentalism, then the translator could
take the liberty of using local examples to make explicit the content. If the objective is to
provide information about communalism at some other place, then retaining the examples
of SL is necessary.

238

If your target readers (TR) are Students/ specialists/ subject experts who are specialized
in the subject area, then the following issues have to be kept in mind

Clarity of concepts and ideas in the ST is utmost important
Necessary to use the register of the subject

Concepts:
If the concepts already exist in the language (let us say an earlier translation of the
same subject but a different text) and one that is accepted by the target reading
culture (TC), it is better to use it.

If there is more than one word for a ST concept then:
1. The one that is most in use and popular should be used
2. Use the one, and refer to other words in a footnote or endnote
3. Give the English word in the bracket

If TC has not accepted the concept/s used in earlier translation/s and there is no
alternative:
1. Use the ST word, if it conveys the same meaning even in TL, what is called as
borrowing or addition.
2. If the ST word doesnt convey the same meaning in TL, then create a new
word.

Creating New Words:
1. Commonly used strategy is using a Sanskrit word
2. If you are using the SL word in TT, it has to be according to the sound pattern of
TL and transliteration rule that is in common use. Otherwise it wont stand the
test of time.
3. Use the word that already exists in that language or a Sanskrit word that is already
in use in the TL

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4. If you have created a new word, while using it for the first time give the SL word
in the bracket. Later on you can use it without giving the SL word along with it
5. Indicate the creation of a new word in the footnote or endnote
6. Give a list of concepts/subject specific terms at the end of the text

Uses of giving the list of subject specific terms/concepts at the end of the text:
a. Useful to the readers as communication would be more effective
b. Useful to other translators when they translate the same subject text; it would be a
guide to them
c. Ultimately compilation of such lists would easily give us a register-specific
dictionary

Caveats:
1. Though it has often been said that the similarities and differences between SL and
TL has to be kept in mind while translating and translators cant afford to
alter/violate the structure of TL, it has been found that Indian language structures
have been altered/is altering significantly by coming into contact with English.

2. This is evident in the evolution of certain kinds of prose in Indian languages and
the sentence structure in this kind of writing.

3. The most obvious difference one finds in the pre-colonial prose and post-colonial
prose of Indian languages is that of the use of punctuation marks, which have
altered the sentence structure existing earlier.

4. Even following the rules of coining new words or transliterating foreign words is
necessary. We can find in Indian languages that TC has accepted words that have
been used in TL, flouting all rules mentioned above.

So miracles do happen, but they depend on a number of other socio-economic and
political aspects of the transactions that accompany contact of two language cultures. So

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only the practices of those translators who are also backed by such socio-economic and
political transactions can perform miracles. Otherwise it is better to adhere to these
common principles of translating social science literature into Indian languages.

Last but not the least: Translation charges
In many of the countries the translators bodies control the translation charges by fixing
the price. But in India it is not the case, it is entirely left to the market, and open for
negotiation. Only the Government bodies have fixed charges, which have been approved
by the concerned bodies in their institutions and these are revised by the bodies
depending on the situation. The charges are calculated on the basis of either the number
of pages or number of words or number of lines or number of key strokes - there is no
unanimity on the issue right now. It is better to negotiate in the beginning itself while
negotiating the translation strategies.
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