Journal articles on the topic 'Peasants, bangladesh'

This article focuses on the working of developmentalism as a disciplinary strategy in Bangladesh. The formation of groups or cooperatives of traditional agriculturists/peasants may be seen as the first attempt in establishing the ‘development gaze’ over the peasants of Bangladesh. An examination of various techniques used in the cooperative formation process reveals that they are clearly interventionist in nature and are based on the modernist approach to development. Development deployed in the rural villages in Bangladesh resembles the deployment that took place in European societies when what Foucault (1991a) refers to as ‘disciplinary power’ was established.

Historically, fishers have been embodied among rural primary producers, and they have been largely overlooked in efforts of anthropological and political theorizing of the peasantry. This article, which is the first part of a study, takes up the challenge to analyze the theoretical basis and argues in favour of why fishers do deserve a separate analytical treatment. We observed that, despite some commonalities, interactions, and dependencies between fishers and peasants as rural inhabitants and professional groups, fishers exhibit distinct characteristics in terms of their socio-political dimension, culture, Traditional Ecological Knowledge (TEK), production relations, adoption of technology, local institutions, and resource governance. We, therefore, assert fishantry as a distinct social domain that deserves a separate analytical framework relative to peasantry. Empirically, the attributes of fishantry are more visible in small-scale fisheries in developing or least-developed societies. In part two of this study, which will be published in the next issue, we present the analysis pertinent to the independent existence and the social relations of fishers in the fishing communities in Bangladesh. We envision that manifestations of a fishantry theoretical framework would be reflected in the policy domain as designated resources and programs that would aim for the sustainable management of fisheries resources and the well-being of the user groups.

This essay interrogates an emergent genre of development projects that seek to instill resilience in populations likely to be severely impacted by climate change. These new projects venture a dark vision of life in a warming world—one where portable technologies become necessary for managing a future of climate chaos. I propose, following Michel Foucault, understanding these projects as heterodystopias: spaces managed as and in anticipation of a world of dystopian climate crisis that are at once stages for future interventions and present-day spectacles of climate security. My exploration of these projects is situated in the borderlands of Bangladesh, a space increasingly imagined as a ground zero of climate change. The projects discussed frame the borderlands as a site that reflects forward onto a multiplicity of (other) dystopian spaces to come. Their often puzzling architecture reveals a grim imagining of the future: one in which atomized resilient families remain rooted in place, facing climate chaos alone, assisted by development technology. In this way, these projects seek to mitigate against global anxiety about climate displacement by emplacing people—preventing them from migrating across borders increasingly imagined as the front lines of climate security. Yet at the same time, these projects speak a visual language that suggests they are as much about representing success at managing climate crisis to an audience elsewhere as they are to successfully stemming climate migration in a particular place. Heterodystopia provides an analytic for diagnosing the specific visions of time and space embedded in securitized framings of the future. In doing so, however, it also points toward counterimaginations and possibilities for life in the midst of ecological change. I thus conclude by contrasting climate heterodystopias with other projects that Bangladeshi peasants living in the borderlands are carrying out: projects that offer different ways of imagining the environment and life in the borderlands of Bangladesh.

Objectives: Estimate the prevalence of nonarticular (soft tissue) rheumatism in a rural population of Bangladesh. Methods: The survey was carried out in eight villages of Sonargaon upazila of Narayanganj district about 30 kilometers from Dhaka. All subjects of both genders (5217) of ?15 years old of 8 villages were evaluated. Door to door survey was done to cover missing cases. Trained field workers identified subjects with musculoskeletal pain using Bengali version of the COPCORD (Community Oriented Program for the Control of Rheumatic Disease) questionnaire. Positive respondents were examined by trained internist and rheumatologists for definite non articular rheumatic disorders. COPCORD guideline was used for diagnosis. Results: MSK pains (positive respondent) were 1260 (24.2%) in out of 5217 (male 2556, female 2661). Among of them definite soft tissue rheumatic diseases were identified in 439 (male 102 and female 337). Major occupations were house wives (54.7), weavers (18%), and peasants (5.1%). Definite point prevalence of nonarticular rheumatism was 8.41% (male 3.7%, female 11.09%). The most common diseases were fibromyalgia (3.95%), repetitive strain injury (2.3%), nocturnal muscle cramp (0.59%), myofascial neck pain (0.48%), planter fasciitis (0.46%). Conclusion: Prevalence of nonarticular rheumatism is common in this rural community. Fibromyalgia is the leading disease. DOI: http://dx.doi.org/10.3329/jom.v13i2.12752 J Medicine 2012; 13 : 165-169

This research was based on a survey conducted in Bangladesh in three major seed-producing divisions, viz., Dhaka, Mymensingh, and Chittagong. Descriptive data was gathered by randomly selecting 100 peasants and 100 rural retailers for in-depth interviews. The general accounting approach was also used to assess profit and loss. The objective of the study was to analyze the marketing tendencies of vegetable seed farmers and sellers. The results showed a lack of market information, poor institutions and arrangements, poor marketing infrastructures, transportation system, and high and unfair profit margin distribution among the value chain actors with little share to the farmers in the vegetable seed market. These findings are indicators of poor marketing efficiency and thereby suboptimal operation of the seed marketing system. The significant determinants of market supply of vegetable seeds were found to be the average current price, age, the total size of land, farmers’ experience, sex, number of oxen, and access to market information. The determinants of demand for vegetable seeds—family size, purchase frequency, the average current price, income level, average expenditure on food and purchasing, profit or loss of vegetable seed farming—were found to be significant in the study. According to the findings of this report, vegetable seed sector in Bangladesh needs more government support, especially in terms of marketing policies in order to improve the current state of vegetable seed farming. Vegetable seed farming was not profitable due to a lack of technology and knowledge, as well as a lack of funding. With the existing status of infrastructure, the presence of middlemen is unavoidable. As a result, farmers have no alternative but to follow the orders of the middlemen, resulting in seed quality problems. Hence, the results are indicative of the measures that should be taken for production, market infrastructure, arrangements, and institutions to improve the functioning of the seed marketing system. It also proposes a vegetable seed distribution channel through which a cooperative community would serve as a collecting hub for a more efficient marketing scheme.

AbstractSince the late 1970s, historical studies of colonial Bengal have been dominated by the recurrent theme of the ‘return of the peasant’, generally set against the previously predominant notion that British-created landlords were omnipotent agents of agrarian relations. Although the new historiography restores agency to the peasant, it seeks to attribute the agrarian decline in the late colonial Eastern Bengal, roughly Bangladesh, to the ‘rich peasant’. It is argued that the rich peasant wielded hegemonic authority on their poor fellow co-religionists by forging a ‘communal bond’, while exploiting them from within. Such development is often considered linked to the separatist idea that offered a ‘peasant utopia’ in the form of Pakistan against perceived Hindu domination. This article, while not altogether denying the role of the rich peasant, argues that the bhadralok, or the non-cultivating middle-class gentry, were far more powerful as a catalyst in agrarian relations in Eastern Bengal than is conceded in contemporary historical debates. In so arguing, this article re-examines the post-structuralist turn that appeared to replace the classical Marxist paradigm of class by that of culture and consciousness.

AbstractThe forceful expropriation of land, labour, water, and other productive resources is fundamental for processes of agricultural expansion and intensification. What is known today as ‘land grab’ was theorized by Marx as ‘primitive accumulation’ and by David Harvey as ‘accumulation by dispossession’. Today it is most prominent and controversial in Africa, where the governments of India and China are major perpetrators; and it also drives most contemporary urban expansion in India and China. This article deploys David Washbrook's idea of ‘country politics’ to explore the process of land grabbing in the early-modern expansion of agrarian Bengal, where local peasant society and worldwide imperial political economy came together to expand frontiers of farming in what is now the Sylhet District of Bangladesh.

What are the political imaginaries contained within representations of urban climate futures? What silent but corollary rural dispossessions accompany them? I investigate these questions through the experience of migrants from rural coastal Bangladesh to peri-urban Kolkata. The threats posed to their villages by a variety of ecological disruptions (both loosely and intimately linked with climate change) drive their migration in search of new livelihoods. Their experiences suggest that the demise of rural futures is entangled with the celebration of urban climate futures. However, social movements in this region resisting agrarian dispossession point to alternative political imaginaries that resist teleologies of urbanization at the expense of agrarian livelihoods. Current work in both agrarian studies and urban studies theorizes these linked dynamics of rural–urban transition, seeking to understand them in relation to broader political economies. I bring these debates into conversation with one another to highlight the importance of attention to counter-hegemonic agrarian political imaginaries, particularly in the face of predictions of the death of the peasantry in a climate-changed world. It won’t be possible to identify or pursue just climate futures without them.

This paper aims to portray the overall picture of poverty in the world and mentions the key solution to overcome poverty from a critical perspective. The data and figures were quoted from a number of researchers and organizations in the field of poverty around the world. Simultaneously, the information strengthens the correlations among poverty and lack of education. Only appropriate philosophies of education can improve the country’s socio-economic conditions and contribute to effective solutions to worldwide poverty. In the 21st century, despite the rapid development of science and technology with a series of inventions brought into the world to make life more comfortable, human poverty remains a global problem, especially in developing countries. Poverty, according to Lister (2004), is reflected by the state of “low living standards and/or inability to participate fully in society because of lack of material resources” (p.7). The impact and serious consequences of poverty on multiple aspects of human life have been realized by different organizations and researchers from different contexts (Fraser, 2000; Lister, 2004; Lipman, 2004; Lister, 2008). This paper will indicate some of the concepts and research results on poverty. Figures and causes of poverty, and some solutions from education as a key breaker to poverty will also be discussed. Creating a universal definition of poverty is not simple (Nyasulu, 2010). There are conflicts among different groups of people defining poverty, based on different views and fields. Some writers, according to Nyasulu, tend to connect poverty with social problems, while others focus on political or other causes. However, the reality of poverty needs to be considered from different sides and ways; for that reason, the diversity of definitions assigned to poverty can help form the basis on which interventions are drawn (Ife and Tesoriero, 2006). For instance, in dealing with poverty issues, it is essential to intervene politically; economic intervention is very necessary to any definition of this matter. A political definition necessitates political interventions in dealing with poverty, and economic definitions inevitably lead to economic interventions. Similarly, Księżopolski (1999) uses several models to show the perspectives on poverty as marginal, motivation and socialist. These models look at poverty and solutions from different angles. Socialists, for example, emphasize the responsibilities of social organization. The state manages the micro levels and distributes the shares of national gross resources, at the same time fighting to maintain the narrow gap among classes. In his book, Księżopolski (1999) also emphasizes the changes and new values of charity funds or financial aid from churches or organizations recognized by the Poor Law. Speaking specifically, in the new stages poverty has been recognized differently, and support is also delivered in limited categories related to more specific and visible objectives, with the aim of helping the poor change their own status for sustainable improvement. Three ways of categorizing the poor and locating them in the appropriate places are (1) the powerless, (2) who is willing to work and (3) who is dodging work. Basically, poverty is determined not to belong to any specific cultures or politics; otherwise, it refers to the situation in which people’s earnings cannot support their minimum living standard (Rowntree, 1910). Human living standard is defined in Alfredsson & Eide’s work (1999) as follows: “Everyone has the right to a standard of living adequate for the health and well-being of himself and his family, including food, clothing, housing and medical care and necessary social services, and the right to security in the event of unemployment, sickness, disability, widowhood, old age or other lack of livelihood in circumstances beyond his control.” (p. 524). In addition, poverty is measured by Global Hunger Index (GHI), which is calculated by the International Food Policy Institute (IFPRI) every year. The GHI measures hunger not only globally, but also by country and region. To have the figures multi-dimensionally, the GHI is based on three indicators: 1. Undernourishment: the proportion of the undernourished as a percentage of the population (reflecting the share of the population with insufficient calorie intake). 2. Child underweight: the proportion of children under age 5 who are underweight (low weight for their age, reflecting wasting, stunted growth or both), which is one indicator of child under-nutrition. 3. Child mortality: the mortality rate of children under 5 (partially reflecting the fatal synergy of inadequate dietary intake and unhealthy environments). Apart from the individual aspects and the above measurement based on nutrition, which help partly imagine poverty, poverty is more complicated, not just being closely related to human physical life but badly affecting spiritual life. According to Jones and Novak (1999 cited in Lister, 2008), poverty not only characterizes the precarious financial situation but also makes people self-deprecating. Poverty turns itself into the roots of shame, guilt, humiliation and resistance. It leads the poor to the end of the road, and they will never call for help except in the worst situations. Education can help people escape poverty or make it worse. In fact, inequality in education has stolen opportunity for fighting poverty from people in many places around the world, in both developed and developing countries (Lipman, 2004). Lipman confirms: “Students need an education that instills a sense of hope and possibility that they can make a difference in their own family, school, and community and in the broader national and global community while it prepare them for multiple life choices.” (p.181) Bradshaw (2005) synthesizes five main causes of poverty: (1) individual deficiencies, (2) cultural belief systems that support subcultures of poverty, (3) economic, political and social distortions or discrimination, (4) geographical disparities and (5) cumulative and cyclical interdependencies. The researcher suggests the most appropriate solution corresponding with each cause. This reflects the diverse causes of poverty; otherwise, poverty easily happens because of social and political issues. From the literature review, it can be said that poverty comes from complex causes and reasons, and is not a problem of any single individual or country. Poverty has brought about serious consequences and needs to be dealt with by many methods and collective effort of many countries and organizations. This paper will focus on representing some alarming figures on poverty, problems of poverty and then the education as a key breaker to poverty. According to a statistics in 2012 on poverty from the United Nations Development Program (UNDP), nearly half the world's population lives below the poverty line, of which is less than $1.25 a day . In a statistics in 2015, of every 1,000 children, 93 do not live to age 5 , and about 448 million babies are stillborn each year . Poverty in the world is happening alarmingly. According to a World Bank study, the risk of poverty continues to increase on a global scale and, of the 2009 slowdown in economic growth, which led to higher prices for fuel and food, further pushed 53 million people into poverty in addition to almost 155 million in 2008. From 1990 to 2009, the average GHI in the world decreased by nearly one-fifth. Many countries had success in solving the problem of child nutrition; however, the mortality rate of children under 5 and the proportion of undernourished people are still high. From 2011 to 2013, the number of hungry people in the world was estimated at 842 million, down 17 percent compared with the period 1990 to 1992, according to a report released by the Food and Agriculture Organization of the United Nations (FAO) titled “The State of Food Insecurity in the World 2013” . Although poverty in some African countries had been improved in this stage, sub-Saharan Africa still maintained an area with high the highest percentage of hungry people in the world. The consequences and big problems resulting from poverty are terrible in the extreme. The following will illustrate the overall picture under the issues of health, unemployment, education and society and politics ➢ Health issues: According a report by Manos Unidas, a non- government organization (NGO) in Spain , poverty kills more than 30,000 children under age 5 worldwide every day, and 11 million children die each year because of poverty. Currently, 42 million people are living with HIV, 39 million of them in developing countries. The Manos Unidas report also shows that 15 million children globally have been orphaned because of AIDS. Scientists predict that by 2020 a number of African countries will have lost a quarter of their population to this disease. Simultaneously, chronic drought and lack of clean water have not only hindered economic development but also caused disastrous consequences of serious diseases across Africa. In fact, only 58 percent of Africans have access to clean water; as a result, the average life expectancy in Africa is the lowest in the world, just 45 years old (Bui, 2010). ➢ Unemployment issues: According to the United Nations, the youth unemployment rate in Africa is the highest in the world: 25.6 percent in the Middle East and North Africa. Unemployment with growth rates of 10 percent a year is one of the key issues causing poverty in African and negatively affecting programs and development plans. Total African debt amounts to $425 billion (Bui, 2010). In addition, joblessness caused by the global economic downturn pushed more than 140 million people in Asia into extreme poverty in 2009, the International Labor Organization (ILO) warned in a report titled The Fallout in Asia, prepared for the High-Level Regional Forum on Responding to the Economic Crisis in Asia and the Pacific, in Manila from Feb. 18 to 20, 2009 . Surprisingly, this situation also happens in developed countries. About 12.5 million people in the United Kingdom (accounting for 20 percent of the population) are living below the poverty line, and in 2005, 35 million people in the United States could not live without charity. At present, 620 million people in Asia are living on less than $1 per day; half of them are in India and China, two countries whose economies are considered to be growing. ➢ Education issues: Going to school is one of the basic needs of human beings, but poor people cannot achieve it. Globally, 130 million children do not attend school, 55 percent of them girls, and 82 million children have lost their childhoods by marrying too soon (Bui, 2010). Similarly, two-thirds of the 759 million illiterate people in total are women. Specifically, the illiteracy rate in Africa keeps increasing, accounting for about 40 percent of the African population at age 15 and over 50 percent of women at age 25. The number of illiterate people in the six countries with the highest number of illiterate people in the world - China, India, Indonesia, Brazil, Bangladesh and Egypt - reached 510 million, accounting for 70 percent of total global illiteracy. ➢ Social and political issues: Poverty leads to a number of social problems and instability in political systems of countries around the world. Actually, 246 million children are underage labors, including 72 million under age 10. Simultaneously, according to an estimate by the United Nations (UN), about 100 million children worldwide are living on the streets. For years, Africa has suffered a chronic refugee problem, with more than 7 million refugees currently and over 200 million people without homes because of a series of internal conflicts and civil wars. Poverty threatens stability and development; it also directly influences human development. Solving the problems caused by poverty takes a lot of time and resources, but afterward they can focus on developing their societies. Poverty has become a global issue with political significance of particular importance. It is a potential cause of political and social instability, even leading to violence and war not only within a country, but also in the whole world. Poverty and injustice together have raised fierce conflicts in international relations; if these conflicts are not satisfactorily resolved by peaceful means, war will inevitably break out. Obviously, poverty plus lack of understanding lead to disastrous consequences such as population growth, depletion of water resources, energy scarcity, pollution, food shortages and serious diseases (especially HIV/AIDS), which are not easy to control; simultaneously, poverty plus injustice will cause international crimes such as terrorism, drug and human trafficking, and money laundering. Among recognizable four issues above which reflected the serious consequences of poverty, the third ones, education, if being prioritized in intervention over other issues in the fighting against poverty is believed to bring more effectiveness in resolving the problems from the roots. In fact, human being with the possibility of being educated resulted from their distinctive linguistic ability makes them differential from other beings species on the earth (Barrow and Woods 2006, p.22). With education, human can be aware and more critical with their situations, they are aimed with abilities to deal with social problems as well as adversity for a better life; however, inequality in education has stolen opportunity for fighting poverty from unprivileged people (Lipman, 2004). An appropriate education can help increase chances for human to deal with all of the issues related to poverty; simultaneously it can narrow the unexpected side-effect of making poverty worse. A number of philosophies from ancient Greek to contemporary era focus on the aspect of education with their own epistemology, for example, idealism of Plato encouraged students to be truth seekers and pragmatism of Dewey enhanced the individual needs of students (Gutex, 1997). Education, more later on, especially critical pedagogy focuses on developing people independently and critically which is essential for poor people to have ability of being aware of what they are facing and then to have equivalent solutions for their problems. In other words, critical pedagogy helps people emancipate themselves and from that they can contribute to transform the situations or society they live in. In this sense, in his most influential work titled “Pedagogy of the Oppressed” (1972), Paulo Freire carried out his critical pedagogy by building up a community network of peasants- the marginalized and unprivileged party in his context, aiming at awakening their awareness about who they are and their roles in society at that time. To do so, he involved the peasants into a problem-posing education which was different from the traditional model of banking education with the technique of dialogue. Dialogue wasn’t just simply for people to learn about each other; but it was for figuring out the same voice; more importantly, for cooperation to build a social network for changing society. The peasants in such an educational community would be relieved from stressfulness and the feeling of being outsiders when all of them could discuss and exchange ideas with each other about the issues from their “praxis”. Praxis which was derived from what people act and linked to some values in their social lives, was defined by Freire as “reflection and action upon the world in order to transform it” (p.50). Critical pedagogy dialogical approach in Pedagogy of the Oppressed of Freire seems to be one of the helpful ways for solving poverty for its close connection to the nature of equality. It doesn’t require any highly intellectual teachers who lead the process; instead, everything happens naturally and the answers are identified by the emancipation of the learners themselves. It can be said that the effectiveness of this pedagogy for people to escape poverty comes from its direct impact on human critical consciousness; from that, learners would be fully aware of their current situations and self- figure out the appropriate solutions for their own. In addition, equality which was one of the essences making learners in critical pedagogy intellectually emancipate was reflected via the work titled “The Ignorant Schoolmaster” by Jacques Rancière (1991). In this work, the teacher and students seemed to be equal in terms of the knowledge. The explicator- teacher Joseph Jacotot employed the interrogative approach which was discovered to be universal because “he taught what he didn’t know”. Obviously, this teacher taught French to Flemish students while he couldn’t speak his students’ language. The ignorance which was not used in the literal sense but a metaphor showed that learners can absolutely realize their capacity for self-emancipation without the traditional teaching of transmission of knowledge from teachers. Regarding this, Rancière (1991, p.17) stated “that every common person might conceive his human dignity, take the measure of his intellectual capacity, and decide how to use it”. This education is so meaningful for poor people by being able to evoking their courageousness to develop themselves when they always try to stay away from the community due the fact that poverty is the roots of shame, guilt, humiliation and resistance (Novak, 1999). The contribution of critical pedagogy to solving poverty by changing the consciousness of people from their immanence is summarized by Freire’s argument in his “Pedagogy of Indignation” as follows: “It is certain that men and women can change the world for the better, can make it less unjust, but they can do so from starting point of concrete reality they “come upon” in their generation. They cannot do it on the basis of reveries, false dreams, or pure illusion”. (p.31) To sum up, education could be an extremely helpful way of solving poverty regarding the possibilities from the applications of studies in critical pedagogy for educational and social issues. Therefore, among the world issues, poverty could be possibly resolved in accordance with the indigenous people’s understanding of their praxis, their actions, cognitive transformation, and the solutions with emancipation in terms of the following keynotes: First, because the poor are powerless, they usually fall into the states of self-deprecation, shame, guilt and humiliation, as previously mentioned. In other words, they usually build a barrier between themselves and society, or they resist changing their status. Therefore, approaching them is not a simple matter; it requires much time and the contributions of psychologists and sociologists in learning about their aspirations, as well as evoking and nurturing the will and capacities of individuals, then providing people with chances to carry out their own potential for overcoming obstacles in life. Second, poverty happens easily in remote areas not endowed with favorable conditions for development. People there haven’t had a lot of access to modern civilization; nor do they earn a lot of money for a better life. Low literacy, together with the lack of healthy forms of entertainment and despair about life without exit, easily lead people into drug addiction, gambling and alcoholism. In other words, the vicious circle of poverty and powerlessness usually leads the poor to a dead end. Above all, they are lonely and need to be listened to, shared with and led to escape from their states. Community meetings for exchanging ideas, communicating and immediate intervening, along with appropriate forms of entertainment, should be held frequently to meet the expectations of the poor, direct them to appropriate jobs and, step by step, change their favorite habits of entertainment. Last but not least, poor people should be encouraged to participate in social forums where they can both raise their voices about their situations and make valuable suggestions for dealing with their poverty. Children from poor families should be completely exempted from school fees to encourage them to go to school, and curriculum should also focus on raising community awareness of poverty issues through extracurricular and volunteer activities, such as meeting and talking with the community, helping poor people with odd jobs, or simply spending time listening to them. Not a matter of any individual country, poverty has become a major problem, a threat to the survival, stability and development of the world and humanity. Globalization has become a bridge linking countries; for that reason, instability in any country can directly and deeply affect the stability of others. The international community has been joining hands to solve poverty; many anti-poverty organizations, including FAO (Food and Agriculture Organization), BecA (the Biosciences eastern and central Africa), UN-REDD (the United Nations Programme on Reducing Emissions from Deforestation and Forest Degradation), BRAC (Building Resources Across Communities), UNDP (United Nations Development Programme), WHO (World Health Organization) and Manos Unidas, operate both regionally and internationally, making some achievements by reducing the number of hungry people, estimated 842 million in the period 1990 to 1992, by 17 percent in 2011- to 2013 . The diverse methods used to deal with poverty have invested billions of dollars in education, health and healing. The Millennium Development Goals set by UNDP put forward eight solutions for addressing issues related to poverty holistically: 1) Eradicate extreme poverty and hunger. 2) Achieve universal primary education. 3) Promote gender equality and empower women. 4) Reduce child mortality. 5) Improve maternal health. 6) Combat HIV/AIDS, malaria and other diseases. 7) Ensure environmental sustainability. 8) Develop a global partnership for development. Although all of the mentioned solutions carried out directly by countries and organizations not only focus on the roots of poverty but break its circle, it is recognized that the solutions do not emphasize the role of the poor themselves which a critical pedagogy does. More than anyone, the poor should have a sense of their poverty so that they can become responsible for their own fate and actively fight poverty instead of waiting for help. It is not different from the cores of critical theory in solving educational and political issues that the poor should be aware and conscious about their situation and reflected context. It is required a critical transformation from their own praxis which would allow them to go through a process of learning, sharing, solving problems, and leading to social movements. This is similar to the method of giving poor people fish hooks rather than giving them fish. The government and people of any country understand better than anyone else clearly the strengths and characteristics of their homelands. It follows that they can efficiently contribute to causing poverty, preventing the return of poverty, and solving consequences of the poverty in their countries by many ways, especially a critical pedagogy; and indirectly narrow the scale of poverty in the world. In a word, the wars against poverty take time, money, energy and human resources, and they are absolutely not simple to end. Again, the poor and the challenged should be educated to be fully aware of their situation to that they can overcome poverty themselves. They need to be respected and receive sharing from the community. All forms of discrimination should be condemned and excluded from human society. When whole communities join hands in solving this universal problem, the endless circle of poverty can be addressed definitely someday. More importantly, every country should be responsible for finding appropriate ways to overcome poverty before receiving supports from other countries as well as the poor self-conscious responsibilities about themselves before receiving supports from the others, but the methods leading them to emancipation for their own transformation and later the social change.

For constructing the medieval political history of Cooch Behar, also known as Koch Bihar, the Persian manuscript of Bah rist n-i-Ghaybī, discovered in 1919 by Jadunath Sarkar in the Bibliothèque Nationale of Paris, is very significant. This text facilitates our understanding of important historical events in eastern India during the time of Mughal Emperor Jahangir (1601–27). The text also provides important details of peasants’ revolts during the Mughal occupation, with remarkable implications until recent times regarding border relations between India and Bangladesh. The article examines the historical facts presented in this important text and corroborates them with other sources to argue that this text should be read as a chronicle for the history of warfare, society and peasants’ life in the region throughout the seventeenth century, with significant implications for later historical developments in Cooch Behar.