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GS Paper: GS1

  • Who were Nolamba Pallavas?

    Central Idea

    • Ancient relics belonging to the Nolamba Pallavas dynasty were unearthed in Cholemarri village, situated 22 km from Penukonda in Sri Sathya Sai district.

    Significant Findings

    • Battlefield Site: Evidence suggests a fierce battle in the 9th century AD between the Nolamba Pallavas and the Bhana-Vaidambas.
    • Inscriptions and Artifacts:
      1. An inscription of Mahendra Nolambadhi Raja (875-897 AD), ruler of Henjeru (now Hemavati), was found in the fields.
      2. Hero stones with Telugu inscriptions (written in ancient Kannada script) from the Nolamba and Vijayanagara periods were discovered near Anjaneyaswamy temple.

    About the Nolamba Dynasty

    • Time Period: Ruled from the 8th to the 12th centuries C.E.
    • Geographical Extent: Nolambavadi region, covering parts of southeast Karnataka, Tamil Nadu, and Andhra Pradesh.
    • Political History: Initially feudatories to Pallavas, Chalukyas of Badami, Gangas, and Rashtrakutas, later to Chalukyas of Kalyani. Often referred to as Nolamba Pallava in inscriptions.
    • Capitals: Initially Chitradurga, later shifted to Hemavati.
    • Origin:
      • Founded by Mangala Nomabathi Raja (735–785 A.D.).
      • Emerged as governors under Pallavas and Chalukyas.
      • Experienced shifts in allegiance between Pallavas, Chalukyas, Banas, and Vaidumbas.
      • The term “Nolambas” came into existence post the Chalukyas’ resurgence under Vikramaditya I.
    • Decline: Overrun by Ganga king Marasimha, who claimed the title Nolambakulantaka.
    • Cultural Contributions: Known for constructing grand temple complexes like Kalleshwara Temple in Aralaguppe, Bhoganandishwara Temple in Nandi, and Ramalingeshwara Temple in Avani.
    • Religious Affiliation: Predominantly Shaivites, with temples dedicated to Lord Shiva.

  • Social justice, sexual education, the need of our times

    Sex education funding: There has to be a better way - National Committee For Responsive PhilanthropySex education funding: There has to be a better way - National Committee For Responsive Philanthropy

    Central idea

    In India, caste and gender issues affect students, leading to conflicts. Education, crucial for democracy, breaks down these barriers by promoting empathy and critical thinking. Additionally, sexual education in schools aims to transform relationships by fostering respect, consent, and understanding of diverse identities.

    Key Highlights:

    • Intersectionality Challenges: Caste and gender intersections pose challenges for adolescents in Indian schools.
    • Media Reports Impact: Media reports highlight caste conflicts and consensual relationships, leading to legal consequences.
    • Educational Imperatives: Education for social change and sexuality is crucial for fostering critical thinking and creating a healthy society.

    Key Challenges:

    • Structural Hurdles: Hierarchical societal structures hinder the establishment of well-functioning democratic institutions.
    • Cultural Emphasis: Emphasis on racial purity and cultural values perpetuates dominance by the majority/powerful.
    • Educational Gaps: Lack of faith in social justice education results in teacher absenteeism, blame on children, and physical abuse.

    Key Terms:

    • Intersectonality: The interconnected nature of social categorizations such as caste and gender.
    • Affirmative Action: Policies promoting equal opportunities, especially for depressed communities.
    • Empathetic Understanding: Developing the ability to understand and share the feelings of others.
    • Socratic Active Learning: Engaging students in dialogue to stimulate critical thinking.
    • Social Constructs of Gender: Societal perceptions and expectations related to gender roles.
    • Consent and Personal Boundaries: Respect for mutual agreement and individual limits in interpersonal relationships.

    Key Phrases for quality mains answers:

    • “Education for democracy requires critical thinking about one’s own life.”
    • “Children learn that self-help and seeking help are not signs of weakness.”
    • “Recognition of vulnerability is crucial for attaining social justice.”
    • “Sexual education prepares students to respect gender identities and interpersonal relationships.”
    • “Empathetic understanding and accommodation of differences are essential for a healthy democratic society.”

    Key Examples and References:

    • Legal Recognition: Calcutta High Court’s judgment on children’s right to access sexual education.
    • Government Initiatives: The Adolescent Reproductive and Sexual Health Strategy (ARSH) and the National Adolescent Health Programme (RKSK).

    Key Facts:

    • Impactful Research: Sexual education delays the first sexual intercourse, reduces frequency, and curbs risky behavior.
    • Government Action: Tamil Nadu’s committee, chaired by Justice K. Chandru, addressing discriminations in schools and colleges.

    Critical Analysis:

    • Educational Imperatives: Emphasizes the importance of social justice education in addressing societal cleavages.
    • Empowering Teachers: Highlights the role of education in fostering empathy, critical thinking, and challenging societal norms.
    • Government Role: Recognizes the need for government support in implementing sexual education for a comprehensive curriculum.

    Way Forward:

    • Advocacy for Inclusive Education: Promote comprehensive social justice education to address caste and gender-based conflicts.
    • Teacher Empowerment: Advocate for teacher training to instill faith in social justice education and create a supportive learning environment.
    • Urgent Implementation: Stress the urgent need for implementing sexual education in schools with a focus on consent, gender respect, and prevention of abuse.

  • Second phase of Kashi Tamil Sangamam

    Central Idea

    • The Centre announced the schedule for second phase of the Kashi Tamil Sangamam from December 17 to 30.

    Kashi Tamil Sangamam

    • Kashi Tamil Sangamam celebrates the historical and cultural ties between North and South India.
    • It is managed by IIT Madras and BHU (Banaras Hindu University).
    • Its main goal is to bring together the knowledge and cultural traditions of North and South India, helping people understand our shared history and strengthen connections between these regions.
    • The Ministry of Education organizes this event with help from other ministries like Culture, Textiles, Railways, Tourism, Food Processing, Information & Broadcasting, and the Uttar Pradesh Government.
    • This effort aligns with the National Education Policy (NEP), 2020, which focuses on combining traditional Indian knowledge with modern knowledge systems.

    Cultural Significance

    • In the 15th century, King Parakrama Pandya from the Madurai area wanted to build a Lord Shiva temple, so he went to Kashi (Uttar Pradesh) to get a lingam.
    • On his way back, he rested under a tree, but the cow carrying the lingam wouldn’t move when he tried to continue his journey.
    • Parakrama Pandya took this as a divine sign and set up the lingam there, in what is now known as Sivakasi, Tamil Nadu.
    • The Pandyas built the Kasi Viswanathar Temple in present-day Tenkasi, southwestern Tamil Nadu, near the Kerala border, for those who couldn’t travel to Kashi.

  • Parthenon Sculptures Dispute: A Diplomatic Row between Greece and the UK

    Central Idea

    • UK PM Rishi Sunak cancelled his meeting with visiting Greek PM over the latter’s comments on ancient Parthenon Sculptures housed in the British Museum.

    Parthenon Sculptures

    • The Parthenon Sculptures are ancient Greek stone sculptures over 2,000 years old, originally part of the Parthenon temple in Athens.
    • These sculptures, including a 75-meter-long frieze, are significant artifacts of Athens’ Golden Age, depicting gods, heroes, and mythical beings.
    • In the early 19th century, Thomas Bruce, 7th Earl of Elgin and British ambassador to the Ottoman Empire, removed the sculptures from the Parthenon.
    • The marbles were subsequently purchased by British Museum in 1816.

    Debate over Legitimacy

    • Greece has accused Lord Elgin of stealing the sculptures, while he maintained he had permission from the Ottoman authorities.
    • The original document granting permission has been lost, leading to disputes over its authenticity and content.

    Greece’s Campaign for Return

    • Greece’s demand for the sculptures’ return dates back to its independence in the early 1830s.
    • The campaign gained momentum in the 1980s, spearheaded by Greek actress and then-culture minister Melina Mercouri.
    • The British Museum argues that the sculptures were legally acquired and rejects Greece’s demands for their return.
    • The museum contends that public benefit lies in having the sculptures in two locations, citing the impossibility of reassembling them completely and concerns over safe return.

    Current Developments

    • Prime Minister Sunak has described the marbles as a significant asset to the UK and opposes changing laws to facilitate their return.
    • Despite the cancelled meeting, Greek officials intend to continue negotiations with the British Museum.

  • Death by suicide of a 16-year-old queer person: Why don’t you care when we are bullied?

    Being LGBT in India: Some home truths | Mint

    Central idea 

    Bullying is the lived reality of thousands of queer kids in this country and yet, we have no regimen in place to deal with it, both in schools and at an institutional level.

    Key Highlights:

    • Personal Experience: The author shares personal experiences of facing bullying for being effeminate during school.
    • Recent Tragedy: The article addresses the recent suicide of Pranshu, a sixteen-year-old queer teen, due to online bullying.
    • Nature of Bullying: Bullying of queer kids includes name-calling, physical violence, and sexual violence, impacting mental health.
    • Global Impact: Global data shows LGBTQ+ youth face higher health and suicide risks.
    • Systemic Deficiency: Lack of a comprehensive system to address bullying and support LGBTQ+ students.
    • Challenges in Communication: Efforts to address homophobia through communication with school management faced obstacles.
    • Initiative Opposition: The NCERT’s teacher-training manual for helping queer children faced opposition and was taken down.
    • NCPCR Critique: The National Commission for Protection of Child Rights (NCPCR) is criticized for not protecting queer kids.
    • Media Disparity: Limited media coverage and attention to the suicides of queer individuals compared to other LGBTQ+ issues.

    Key Challenges:

    • Bullying Complexity: Widespread bullying of queer kids in schools, including name-calling, violence, and sexual harassment.
    • Systemic Deficiency: Lack of a comprehensive system to address bullying and support LGBTQ+ students.
    • Initiative Challenges: Opposition and challenges faced by initiatives, like the NCERT’s teacher-training manual, aimed at helping queer children.
    • Media Disparity: Limited media coverage and attention to the suicides of queer individuals compared to other LGBTQ+ issues.

    Key Terms:

    • Queer
    • Bullying
    • Homophobia
    • LGBTQ+
    • NCERT
    • NCPCR
    • Suicide
    • Online Bullying

    Key Phrases:

    • “Mass online bullying”
    • “Name-calling, physical, and sexual violence”
    • “Systematic approach to address bullying”
    • “Teacher-training manual”
    • “National Commission for Protection of Child Rights”
    • “Media coverage for queer deaths”

    Key Examples and References:

    • Personal experiences of the author facing bullying.
    • Suicide of Pranshu, a sixteen-year-old queer teen.
    • NCERT’s teacher-training manual for queer children.
    • National Commission for Protection of Child Rights (NCPCR).

    Key Facts:

    • Global data indicates higher health and suicide risks for LGBTQ+ youth.
    • Lack of media coverage for deaths of queer individuals compared to other LGBTQ+ issues.
    • Initiatives, like the NCERT’s manual, face opposition and challenges.

    Key Data:

    • Specific data on the prevalence of bullying or suicide rates among queer youth is not provided.

    Critical Analysis:

    • The article highlights the urgent need for a comprehensive system to address bullying and support queer kids.
    • Criticizes the NCPCR for its perceived failure to protect queer children.
    • Raises questions about media coverage and societal attention to the suicides of queer individuals.
    • Emphasizes the importance of teacher training and institutional measures to combat homophobia.

    Way Forward:

    • Model anti-bullying programs after successful initiatives in countries like Canada and Sweden.
    • Allocate funds for the development and implementation of anti-bullying programs in collaboration with NGOs.
    • Adopt the approach taken by the United Kingdom, where teacher training includes LGBTQ+ inclusive education.
    • Introduce mandatory LGBTQ+ sensitivity training for teachers through national education boards.
    • Follow the success of LGBTQ+ awareness campaigns in cities like San Francisco. Sponsor and promote community workshops with the involvement of local leaders and LGBTQ+ activists.

  • Why are the Marathas mobilising now?

    The Marathas' Demand for Reservation: A Litigation History [2014-21] - Supreme Court Observer

    Central Idea:

    • The Maratha community’s demand for reservation in education and employment stems from a crisis of dominance, influenced by urban and rural challenges.

    Urban Crisis:

    • Well-paid jobs in urban areas, historically held by Marathas, have rapidly disappeared since the late 1990s.
    • Large-scale manufacturing industries and establishments providing such jobs have closed or downsized, leading to increased competition for fewer opportunities.
    • Marathas, historically socially superior, used their dominant caste position to secure a significant share of jobs, particularly in the public sector.
    • Economic liberalization and the shrinkage of public sector jobs have intensified competition among Marathas for limited opportunities.

    Rural Crisis:

    • Closure of factories has led to the return of workers to villages, disrupting the pattern of workers retiring in villages and their offspring working in cities.
    • Rural youth face challenges migrating to urban areas for better-paying jobs, impacting the financial support they traditionally provided to family members in villages.
    • Informal sector jobs become the primary option for rural Maratha youth, diminishing their social standing and pride in rural settings.
    • The focus on secure public sector jobs, which have also decreased, becomes crucial for rural Maratha youth.

    Maratha quota agitation | OBC leaders warn Shinde govt. of trying to grab their reservation - The Hindu

    Education Challenges:

    • Increased aspirations for higher education among Marathas face a decline in government institutions and a rise in private unaided colleges with exorbitant fees.
    • Marathas, with limited financial resources, compete for a limited number of open-category seats in public institutions.
    • Decrease in government-run educational institutions exacerbates the challenges faced by Maratha aspirants.

    Crisis of Dominance:

    • The combination of urban and rural crises contributes to a crisis of dominance for the Marathas.
    • Disturbance of caste hierarchy norms due to Dalit mobility and OBC economic and political assertion adds to Marathas’ anxiety.
    • The demand for reservation reflects the need for increased formal sector jobs and the expansion of public educational institutions to address the crisis.

    Key Highlights:

    • Maratha community demands reservation in education and public employment, intensifying since 2016.
    • Historically, Marathas dominated well-paid jobs, but recent urban and rural crises have led to increased competition and challenges.
    • Closure of manufacturing industries, decreasing public sector jobs, and rural youth’s struggles contribute to the crisis.
    • Educational aspirations face challenges with a decline in government institutions and increased private college fees.

    Key Challenges:

    • Disappearance of well-paid urban jobs, increased competition, and shrinking public sector employment.
    • Rural crisis disrupts the traditional pattern of workers retiring in villages and offspring working in cities.
    • Decline in government-run educational institutions, limited open-category seats, and rising private college fees.

    Key Terms and Phrases:

    • Urban crisis, rural crisis, crisis of dominance, economic liberalization, formal sector jobs.
    • Reservation, Maratha mobilization, well-paid jobs, private unaided colleges, public sector employment.

    Key Examples and References:

    • Maratha protests since 2016, closure of manufacturing industries, decreased public sector jobs.
    • Disturbance in traditional caste hierarchies due to Dalit mobility and OBC economic and political assertion.

    Key Facts and Data:

    • Marathas historically occupied over 29% of open-category jobs in government.
    • Jobs in the private formal sector increased from 2% to 3.5%.
    • Contractual government jobs increased from 0.7 million to 15.9 million in 2017-18.
    • Only 22.2% of colleges are managed by the government as of 2019.

    Critical Analysis:

    • Maratha crisis stems from economic shifts, urban-rural dynamics, and disturbance in caste hierarchies.
    • Limited opportunities, competition, and declining public sector jobs contribute to the community’s mobilization.
    • Educational challenges add to the complexity, demanding a comprehensive solution.

    Way Forward:

    • Address urban and rural crises by creating more formal sector jobs.
    • Expand public educational institutions and implement large-scale scholarship programs.
    • Focus on inclusive policies to reduce competition and restore traditional patterns of employment.

    Conclusion:

    • The Maratha mobilization for reservation is rooted in the challenges posed by the disappearance of well-paid jobs, urban-rural dynamics, and the disruption of traditional caste hierarchies. Addressing these challenges requires a focus on creating more opportunities in the formal sector and expanding accessible public education.

  • In news: Guru Nanak Jayanti

    guru nanak

    Central Idea

    • Guru Nanak Jayanti commemorates the birth of Guru Nanak, the founder of Sikhism and the first of its ten Gurus.
    • It is celebrated worldwide as Guru Nanak Gurpurab on Kartik Poornima, the full-moon day in the month of Katak (October–November).

    Five Key Aspects of Guru Nanak’s Life

    [1] Early Life and Philosophical Inclination:

    • Born on April 15, 1469, in a Hindu family in Nankana Sahib (now in Pakistan).
    • Displayed an early interest in philosophical and spiritual questions.
    • Worked as an accountant before embarking on a spiritual journey with a Muslim minstrel, Mardana.

    [2] Mystical Experience at Age 30:

    • Had a transformative spiritual experience during an early morning ablution by a river.
    • Received a divine mission to spread a message of unity and devotion.
    • Emerged after three days with the profound declaration, “There is no Hindu, there is no Mussalman.”

    [3] Extensive Travels and Interfaith Dialogue:

    • Traveled widely, including to Sri Lanka, Baghdad, and Mecca, on journeys called ‘udaasis’.
    • Engaged with various religious figures, including Hindu pandits and Sufi saints.
    • Advocated for the oneness of God and universal brotherhood.

    [4] Preaching the Oneness of God:

    • Emphasized the unity of humanity and the presence of one God in all.
    • Challenged religious orthodoxy and rituals, promoting a direct connection with the divine.
    • His teachings laid the foundation for Sikhism, attracting followers from diverse backgrounds.
    • His teachings and hymns are compiled in the Guru Granth Sahib, the holy scripture of Sikhism.
    • He wrote in Punjabi, using a script known as Gurmukhi.

    [5] Succession and Legacy:

    • Spent his final years in Kartarpur, establishing a community with daily prayers and hymns.
    • Introduced the practice of ‘langar’, a communal kitchen serving free meals.
    • Chose Lehna (later Guru Angad) as his successor, bypassing his own sons.
    • Passed away on September 22, 1539, leaving behind a legacy of spiritual and social reform.

  • For government schemes, a path to dignity for the poor

    BrightCareerMaker

    Key Highlights:

    • India’s Direct Benefit Transfer (DBT) system lauded globally as a “logistical marvel.”
    • DBT utilizes digital infrastructure to directly transfer government scheme benefits, covering 310 schemes across 53 ministries.
    • The JAM Trinity (Jan Dhan, Aadhaar, and Mobile) post-2017-18 maximized DBT’s impact.

    Dignity of the Poor:

    • DBT’s overlooked benefit is its preservation of the dignity of the poor.
    • Without corruption or leakages, DBT eliminates the need for the poor to parade for government benefits.
    • Shift in approach—government benefits reaching the poor directly without intermediaries.

    Poverty Perspectives and Historical Context:

    • Discussion on poverty perspectives, referencing Michael Young’s “The Rise of The Meritocracy.”
    • Challenge to the prevailing view that poverty is an individual’s fault, offering an alternative, rights-based approach.
    • Advocacy for understanding poverty from an individual rights perspective and addressing historical contexts.

    Rights-Based Approach to Poverty:

    • Recognition of basic security rights for citizens regarding food, shelter, and health.
    • Emphasis on shared societal responsibility for poverty, especially by the rich and elite.
    • Contrast with technical solutions, highlighting the need to work with the poor.

    Preserving Dignity in Design:

    • Importance of not just providing benefits but also considering how they are delivered.
    • DBT as a mechanism that ensures rightful benefits reach the poor while preserving their dignity.
    • Elimination of the poverty parade with the government reaching the poor.

    Replicating DBT Success:

    • Suggestion to replicate the DBT design in other areas, with a focus on the judiciary.
    • Reference to the judiciary’s challenges and an appeal to ensure justice reaches the poor efficiently.
    • Call for collective efforts to address complex problems.

    Challenges:

    • Unquantifiable nature of preserving dignity makes it challenging to measure its impact.
    • The need for broader societal shifts in perspectives on poverty and shared responsibilities.

    Key Phrases:

    • JAM Trinity (Jan Dhan, Aadhaar, and Mobile)
    • Poverty parade
    • Rights-based approach
    • Shared societal responsibility
    • Technical solutions vs. working with the poor
    • Veil of ignorance (Rawlsian perspective)
    • Dignity preservation in program design

    Critical Analysis:

    • Emphasis on the overlooked aspect of preserving dignity brings a unique perspective.
    • The article challenges prevailing views on poverty, advocating for a rights-based approach.
    • DBT is presented as a successful model, but challenges of replicating its success are acknowledged.
    • The article connects poverty perspectives with societal responsibilities and justice delivery.

    Key Examples and References for quality enrichment of mains answers: 

    • Michael Young’s “The Rise of The Meritocracy”
    • The Tyranny of Experts by William Easterly
    • Reference to the judiciary’s challenges and the appeal of the first woman tribal President.

    Key Data and Facts:

    • 310 government schemes across 53 ministries utilize DBT.
    • Estimated savings of 1.14% of GDP attributed to DBT.
    • 79,813 cases pending before 34 judges in the judiciary.

    Key Terms:

    • Direct Benefit Transfer (DBT)
    • JAM Trinity
    • Rights-based approach
    • Poverty parade
    • Veil of ignorance
    • Shared societal responsibility

    Way Forward:

    • Advocacy for applying DBT’s success in other sectors, particularly the judiciary.
    • Acknowledgment of complexity but a call for collective efforts to address challenges.

  • In news: All Indian Forward Bloc (AIFB)

    Forward Bloc

    Central Idea

    • A veteran leader’s centenary who was associated with Netaji Bose’s All Indian Forward Bloc (AIFB), was celebrated.

    All Indian Forward Bloc (AIFB)

    Details
    Foundation May 3, 1939 by Netaji Subhas Chandra Bose at Makur near Unnao (Uttar Pradesh)
    Original Purpose To consolidate left-wing elements within the Indian National Congress and develop an alternative leadership
    Key Early Members S.S. Kavishar (Vice-President), Lal Shankarlal (General Secretary), Vishwambhar Dayalu Tripathi, Khurshed Nariman, Annapurniah, Senapati Bapat, Hari Vishnu Kamath, Pasumpon U. Muthuramalingam Thevar, Sheel Bhadra Yagee, Satya Ranjan Bakshi
    First All India Conference June 20-22, 1940, in Nagpur; declared as a socialist political party
    Publication “Forward Bloc” newspaper started by Netaji in August 1939
    Bose’s Arrest and Exile Arrested in July 1940, escaped in January 1941, sought support in the Soviet Union and Germany
    World War II Activities Continued anti-British activities in India, notably in Bihar, without direct coordination with Bose or INA
    Post-War Reorganization Reorganized in February 1946 in Jabalpur, Madhya Pradesh; declared as a socialist party
    1946 Elections Contested elections to the Constituent Assembly and provincial legislatures; won several seats
    Arrah Conference 2nd All India Conference in January 1947 in Arrah, Bihar
    Post-Independence Status Re-established as an independent political party after India’s independence

     

    Try this PYQ:

    Who among the following were the founders of the “Hind Mazdoor Sabha” established in 1948?

    (a) B. Krishna Pillai, E.M.S. Namboodiripad and K.C. George

    (b) Jayaprakash Narayan, Deen Dayal Upadhyay and M.N. Roy

    (c) C.P. Ramaswamy Iyer, K. Kamaraj and Veeresalingam Pantulu

    (d) Ashok Mehata, T.S. Ramanujan and G.G. Mehata

     

    [wpdiscuz-feedback id=”vphuojv3dc” question=”Please leave a feedback on this” opened=”1″]Post your answers here.[/wpdiscuz-feedback]

  • Bengaluru hosts Kambala Races

    Kambala

    Central Idea

    • Kambala races were held on this weekend in Bengaluru and many parts of Karnataka.
    • This event has faced legal scrutiny in the past, with the Supreme Court temporarily outlawing Kambala, along with Jallikattu and bullock-cart racing, in 2014.

    What is Kambala?

    • Kambala is a folk sport predominantly practised in the coastal districts of Karnataka, especially where Tulu-speaking communities are prevalent.
    • Traditionally, races were organized in slushy paddy fields post-harvest.
    • The Kambala Samithi now hosts weekly events from late November to mid-April at various venues across Dakshina Kannada and Udupi districts.
    • For many, especially the Bunt community, Kambala is a prestigious event.
    • Buffalo pairs are meticulously groomed throughout the year in the hopes of winning major races.

    Different Kambala Categories

    1. Negilu (Plough): Entry-level buffalo pairs participate in their first Kambala race using lighter ploughs.
    2. Hagga (Rope): Jockeys race buffaloes with just a rope tied to both.
    3. Adda Halage: Participants stand on a horizontal plank dragged by buffaloes, unlike Hagga and Negilu where jockeys run behind.
    4. Kane Halage: A wooden plank tied to buffaloes, with water gushing out through holes as it’s dragged. The height of splashing water determines the winner.

    Kambala’s Popularity across Karnataka

    • While Kambala’s popularity is concentrated in coastal Karnataka, movies like ‘Kantara’ in 2022 have widened its appeal across the state.
    • The film’s success is credited with generating interest in the sport, making it more popular even beyond its traditional strongholds.
    • Historically, the Koraga community faced discrimination during Kambala events. They were considered “untouchable” and ill-treated.
    • Critics argue that the sport is still dominated by higher caste groups, while lower caste individuals often perform menial tasks during the event.

    Why was Kambala banned by the Supreme Court?

    • Several organizations, including People for the Ethical Treatment of Animals (PETA), alleged animal abuse during traditional sporting events.
    • Concerns included the tying of buffalo noses with ropes and continuous whipping during races, seen as cruelty.
    • The Supreme Court, hearing these petitions, banned Kambala, Jallikattu, and bullock-cart racing in 2014.

    How was the ban lifted?

    • In January 2016, the Environment Ministry issued a notification allowing the continuation of bull training for such traditional events, recognizing their cultural significance.
    • Specific conditions were set to minimize bull suffering.
    • State governments also amended the Prevention of Cruelty to Animals Act, providing exemptions for these events.
    • A five-judge constitutional bench upheld these amendments made by Karnataka, Tamil Nadu, and Maharashtra governments in May.