Name – Jahnvi Bhadouria

Roll no. – 210532

Course – B.A. (Honours) History
Paper – Intergroup Relations

Assignment 1

1. Summarize the main ideas and claims made in the chapter in not more than 2 paragraphs.

Summary of given article – Understanding the Underlying Reasons for the Hindu-Muslim
Conflicts in India

The given article discusses different takes on the prime causes that could’ve led to the Hindu-
Muslim conflicts in India. For example, a plethora of scholars have identified non-religious
factors as the root cause of this conflict.
Despite the disagreements about its root cause, scholars have explored a range of
perspectives, including historically-minded Hindu nationalists, leftist secularists as well as
Marxist scholars who have given importance to different causal factors like economic factors.
Mahatma Gandhi suggested that the attainment of a lasting union between Hindus and
Muslims is an indispensable precondition for progress in India, as no progress is attainable in
country without it. But his assessment may have been inadequate as the alleged religious feud
between India’s two largest communities is not fundamentally rooted in religion. Indian
communalism underscores a strong sense of identification with a community of believers
whose identity is based on shared socio-political and economic interests, and whose interests
conflict with those of another community of believers who share the same geographic space.
Political scientists, who have added another layer to the Marxist framework, suggest that the
political context of India’s last 60 years of independence may have exacerbated the Hindu-
Muslim conflict. The demographic explanation for this is rather direct and statistical
(scientific). On the other hand, social psychology posits that globalization and modernization
are dangerous to identity, which serves as the root cause of the Hindu-Muslim conflict.
The writer then explains how Hindu perceptions of Muslims and vice versa affect and/or act
as catalysts for such conflicts. Religious demagogues often exacerbate persecution anxiety
and narcissism within groups, perpetuating a cycle of violence. The involvement of religion
in conflict, rather than other social identities, intensifies violence.
2. Comment on the positive aspects, gaps, inconsistencies, and originality of the chapter.
Refer to the first article discussed in the Unit (Yuki & Takemura) to guide your perspective as
well.

(Reference article - Intergroup Comparison and Intragroup Relationships: Group processes in

the cultures of Individualism and Collectivism. Masaki Yuki and Kosuke Takemura)

(content summary)
In context of Yuki and Takemura’s article, intergroup comparison and intragroup relationships
are discussed, noting that depersonalization of self-representation underlies all group
behaviour. While the social identity theory, along with self-categorization, has been widely
accepted in Western social psychology, it’s crucial to understand that group behaviour is at
the lowest level, rooted in the depersonalization of self-representation. This is a result of
one’s cognitive representation of self being defined in terms of their membership in a shared
social category, slightly diminishing the distinction between the self and the group in its
entirety. The categorization of the self as a group member has a higher probability to occur
when perceived difference between the in-group and out-group members. In-group identity
can’t be defined without reference to an out-group, and intergroup comparison is hence,
important. In collectivistic cultures, people show a strong drive to maintain mellifluous and
mutual, give-and-take intra-group relationships, valuing equality over equity in reward
collection. Discrimination exists in all societies, with in-group favouritism being more of a
function of interdependence in collectivistic cultures. Individualism is a social orientation
rather than isolation, and the socio-ecological perspective seeks to understand how individual
behaviour in influenced by their surrounding habits.

(insights from Kakkar’s analysis)

Yuki and Takemura's academic article discusses the effectiveness of education and intergroup
contact in mitigating intergroup conflict. They note that Kakkar's analysis of the Hindu-
Muslim conflict in his book "Conflict: Hindus and Muslims" lacks specific examples of
successful intergroup engagement and education initiatives. However, Kakkar emphasizes the
importance of education, leadership, and media in promoting understanding and
reconciliation between these communities.
(positive aspect)
Kakkar's analysis of media's impact on intergroup relations between Hindus and Muslims
highlights the significance of media's influence on interactions. His work stresses the
importance of education in promoting peace and understanding. Education can reduce
prejudices and promote respect for cultural and religious differences. Kakkar's example of an
intergroup education program in India showcases its potential to mitigate conflict.
Additionally, he emphasises the role of leaders in exacerbating or easing tensions.
Inflammatory rhetoric or advocacy of violence can escalate conflict, while communication
and compromise can ease it.

(gaps and inconsistencies)

Kakkar's work on intergroup conflict between Hindus and Muslims highlights the crucial role
of media in perpetuating stereotypes and exacerbating tensions. Although lacking specific
examples, he stresses the importance of education and leadership in promoting understanding
and reducing prejudice. Kakkar's study underscores the need for nuanced approaches to
conflict resolution and highlights the potential of initiatives that bring together individuals
from different backgrounds to promote intergroup harmony.
Kakkar cautions that rising religious pressures and radical politics may intensify the conflict,
leading to violence and further marginalization of Muslim communities. Nonetheless, he also
acknowledges the potential for grassroots initiatives and civil society groups to promote
communication, understanding, and cooperation between Hindus and Muslims. Kakkar
emphasizes the crucial role of leadership, education, and the media in fostering intergroup
understanding and peace, providing significant contributions to the field of intergroup
relations.

Kakkar's work on the Hindu-Muslim conflict is an important one in the field of intergroup
relations. His analysis offers valuable insights into the conflict's complexities and provides a
hopeful vision for a future with reduced tensions and increased understanding.

3. See if you can come up with a thesis that summarizes your evaluation, and compose
your review with specific examples that support your claims.
This article concludes by summarising the main points from Masaki Yuki and Kosuke
Takemura's works, which provide a basis for critical analysis. Variations in group-
centeredness and individual-centeredness across societies are highlighted. For example,
Sudhir Kakar's study on the Hindu-Muslim conflict reveals that the Muslim community is
perceived to be stronger and more united, whereas the Hindu community is divided by caste
and class. Discriminatory attitudes towards each other, fuelled by rumours during riots, act as
barriers to harmonious coexistence. Future prospects for resolution depend on various
viewpoints and must involve both communities setting aside their differences to coexist as
democratic citizens. Reducing the role of religion in politics may also aid in resolving the
conflict.
According to a study by researchers at the University of California, Berkeley, intergroup
conflicts often arise due to the perception of threat to one's identity and values. The study
suggests that reducing the perception of threat can help in reducing intergroup tensions and
promoting peaceful coexistence. This can be achieved through efforts such as intergroup
contact, education, and cross-cultural communication. Such efforts can help in building
mutual understanding and promoting a sense of shared identity beyond religious or ethnic
boundaries (Crisp & Turner, 2011).
Furthermore, research by Chandra and Shrivastava (2020) highlights the role of political
leaders in perpetuating the Hindu-Muslim conflict. The authors note that political leaders
often use religious identity to mobilize their respective constituencies, thereby exacerbating
existing tensions and undermining efforts towards peaceful coexistence.
The future of the Hindu-Muslim conflict in India remains uncertain, but there is hope for a
peaceful resolution through concerted efforts towards greater intercommunity understanding
and political leadership that prioritizes inclusivity and unity over divisive rhetoric.

References:
Crisp, R. J., & Turner, R. N. (2011). Cognitive adaptation to the experience of social and
cultural diversity. Psychological Bulletin, 137(2), 242-266.

Kakar, S. Hindus and Muslims. In Kakar and Kakar (ed.) The Indians

Yuki, M. and Takemura, K.(2014). Yuki, M.& Brewer, M.B.( Eds.). Culture and group
processes. New York, NY: Oxford University Press. Intergroup Comparison and Intragroup
Relationships: Group Processes in the Cultures of Individualism and Collectivism