| How is humanitarian aid best delivered to people of different castes? Should shared camps be set up, or separate ones? That was the dilemma facing the local government in the Indian state of Tamil Nadu following the tsunami.
Ask students what they would do, giving them the following information to help decide:
- In the caste system – a social class structure found in some Hindu communities – the Dalit caste is considered the lowest. Dalits are treated as ‘untouchables’ and discriminated against in daily life.
- In some parts of the country, Dalits had been forbidden by other castes from drinking water from UNICEF water tanks. Sharing with Dalits would, in their view, pollute it.
- One of the principles of humanitarian aid is that it is given impartially and fairly, regardless of the race, creed or nationality of the recipients, according to need alone.
Invite students to list the primary needs of the survivors – food, water, shelter and healthcare. Do they think these needs will be more easily met in integrated or segregated camps? Can students imagine the worst-case scenario for the two types of camps?
What would someone from the Dalit community be concerned about? Which style of camp might they prefer and why?
Discuss whether providers of aid should worry about discrimination that goes on in everyday life. Is there an obligation for them to set an example, or should they focus on practicalities? Talk about whether a disaster situation like this might provide a natural opportunity for people to see beyond existing discrimination and help each other.
Let students know that the Tamil Nadu government decided to provide segregated facilities and camps for Dalits.
They felt it was the only way they could ensure Dalits were not abused. A spokesperson said that setting up segregated camps was a conscious and practical decision. He said there was real distrust between communities and that an emergency is not the time to experiment with caste and religious divisions.
What do students think of the decision? Discuss how aid workers have to respond to the world as it is, not as they may like it to be.
What do students think would happen following a disaster in their area, such as flooding, a heat wave or fuel shortages? Invite them to think of groups that in normal circumstances are vulnerable and experience discrimination. How might the elderly or disabled, or young single parents, cope in a disaster? Would they fare better, worse or much the same as in everyday life?
Read the discrimination in disasters briefing for teachers to prepare for this activity.
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