Mukka Maar

Pre-Work
Task -1 Critical Elements
Information on the victim: Details about the victim, such as their past,
relationships, and any previous events or conflicts, might assist in determining a
motivation or prospective leads: -During Shraddha Walker's inquiry, the Delhi
police collected a pair of bones and hair strands from the jungles of Mehrauli and
Chhatarpur in south Delhi. According to the forensic report, the samples matched
those submitted by the Walker family on Wednesday.
Crime scene investigation: Collecting evidence, interpreting forensic clues, and
reconstructing the crime scene are all important steps in identifying a suspect and
establishing a chain of events: -According to Central Forensic Science Laboratory
sources, their team retrieved 13 bones from the wooded region last month, all of
which matched the DNA samples received from Shraddha's father, Vikas Walker.
Suspect identification: Identifying potential suspects involves considering the
victim’s relationships, any history of violence, access to the crime scene, and
evidence connecting: - Accused in the horrific Shraddha Walker murder case, Aftab
Amin Poonawalla who was arrested recently had attempted to dupe the police of
Delhi and Mumbai in the initial days of the investigation. Aftab had tried to hide
the murder of Shraddha by removing any physical evidence, however, he had left
the digital evidence that the police traced to reach the truth of the case. When
Delhi Police initiated the investigation, Aftab had told the police that Shraddha had
left the house on May 22 (Shraddha was killed on May 18), after a fight. He said
that she had only carried her phone with herself and had left her belongings in his
flat. He claimed that she was unreachable and he had not come in contact with her
since then, according to the police sources. However, the truth came to the fore
when the police checked the phone call records of the couple and investigated their
locations.
Motive: Understanding the motive behind the crime helps investigators build a
compelling case. This can include factors like jealousy, financial disputes, revenge,
or domestic issues. During its investigation into the Shraddha Walker murder case,
the Delhi Police found that the trigger for Aftab Poonawalla’s violence could have
been the fact that the victim had gone to meet a friend earlier on May 18, 2022
out.
Contributing elements
Domestic abuse: If there was a history of domestic abuse, it may have influenced
the context in which the crime took place.

Relationship problems: Conflicts are more likely to turn violent in tense or abusive
relationships.

Lack of intervention: If there had been earlier indications of violence a failure to

intervene or provide the necessary supports may have allowed the incident to
take place.

Preventing Factors: -
Education and awareness: Promoting education and awareness about healthy
relationships, dispute resolution, and victim resources can help reduce domestic
violence incidences.
Intervention at an early stage: Encouraging people to report indicators of abuse or
violence as soon as possible can result in prompt interventions and assistance for
both the victim and the offender.
Systems of assistance: Potential victims can be helped and protected by
strengthening support networks such as shelters, helplines, counselling services,
and legal resources.
Task -2 Activity
The purpose of this activity is to promote empathy and understanding by
encouraging girls to explore different perspectives and roles. Through physically
embodying different figures in their lives, the girls can gain insight into the
experiences, emotions, and challenges faced by those individuals. Additionally, by
incorporating movement and play, the activity aims to create a more engaging and
experiential learning environment.
Some possible facilitation and reflection questions for this activity could be:
1. How did it feel to walk randomly in a relaxed manner? How was the experience
different from your everyday walking?
Answers: Some may mention feeling more carefree or relaxed, while others
may mention feeling aimless or uncertain.
2. How did it feel to walk like a bird? What emotions or thoughts did it evoke?
Answers: Responses may vary, with some mentioning feelings of freedom, joy,
or lightness, while others may talk
3. How did it feel to walk like different people in your life? What insights did you
gain about their experiences and perspectives? –
Answers: Girls may share their observations about the different ways people
walk and how it reflects their roles, emotions, or responsibilities. They may also
mention the emotions or challenges they felt while embodying certain figures.
Overall, the aim of the facilitation and reflection questions is to encourage the girls
to reflect on their experiences, emotions, and insights gained during the activity,
thereby promoting self-awareness, empathy, and understanding of others.
Task – 3
Certainly! Here are some more specifics and in-depth explanations:
Socialisation and cultural conditioning: Victim Blaming Victim blaming is often
firmly embedded in society standards and cultural conditioning. Individuals may be
socialised from an early age to feel that victims hold some responsibility for the
harm they suffer. This indoctrination has the potential to perpetuate victim-
blaming attitudes.
Victim blaming can be fostered by power dynamics, in which individuals in positions
of authority Power dynamics: Victim blaming can be reinforced by power dynamics,
where those in positions of privilege or authority may deflect responsibility by
blaming the less powerful or marginalized individuals. This further perpetuates
victim blaming behaviours.
Self-Blame:
Internalization of societal norms: Self-blame often occurs when individuals
internalize societal expectations and norms, assuming they should have been able
to prevent or control negative outcomes. This internalization can stem from
societal messages that place an excessive burden of personal responsibility on
individuals.
Emotional distress and guilt: Individuals experiencing emotional distress or guilt
may be more prone to self-blame. They may perceive themselves as failures or feel
responsible for not meeting societal or personal expectations, leading to an
increased tendency to blame themselves.
Low self-esteem: Individuals with low self-esteem are more susceptible to self-
blame as they may already have a negative self-image. They may find it easier to
blame themselves rather than challenge external circumstances or question their
own worth.
Program Design:
Intersectional approach: Consider incorporating an intersectional approach in
program design, recognizing that victim blaming and self-blame can be influenced
by multiple intersecting factors such as gender, race, class, and sexual orientation.
Addressing these intersectional dynamics can lead to more effective interventions.
Empathy-building strategies: Develop programs that foster empathy by sharing
personal stories, facilitating perspective-taking exercises, and promoting
understanding of the complexity’s individuals face. Encouraging empathy can help
counteract victim blaming and self-blame by humanizing the experiences of others.
Media literacy and awareness: Incorporate media literacy programs that educate
individuals about media influences and challenge harmful narratives that
perpetuate victim blaming. This can involve teaching critical thinking skills and
promoting responsible media consumption.
Collaborative partnerships: Collaborate with community organizations, advocacy
groups, and relevant stakeholders to develop comprehensive programs that
address the underlying social realities contributing to victim blaming and self-
blame. Engaging various voices can help ensure a holistic approach.
Long-term evaluation: Implement rigorous evaluation mechanisms to assess the
effectiveness of interventions over time. Continuously monitor and adjust program
design based on feedback and outcomes to ensure ongoing improvement and
impact.