Caregivers have an intrinsic role in keeping any society healthy. They are often seen through the lens of traditional gender roles and are expected to be nurturing, patient, and self-sacrificing. These stereotypes can lead to a lack of respect for professional boundaries and a higher likelihood of violence.
The increase in violence against female caregivers — teachers, nurses, social workers, doctors — can be attributed to a complex interplay of social, cultural, economic, and systemic factors. Deep-rooted misogyny and sexism in society contribute to this: Female caregivers may be targeted simply because they are women in positions of authority. Many of them work without adequate support systems which makes them more vulnerable to aggression from patients, students and colleagues.
From Rajni Bala, a teacher shot dead in Kashmir, to a trainee doctor in Kolkata who was raped and murdered, it is apparent that caregivers have become a target. But the nature of violence itself is changing in India. The last 10 years have seen crimes against women and children become more frequent and brutal.
Is this a comment on the value systems of our country, our education practices, or the attitudes of the people in power? Is this the result of a culture where there are no holds barred on books and movies that glorify toxic masculinity? Where actions come before thought; where immediate gratification, physical or sensual, is the order of the day; where pornography is readily available at the click of a button? If this is how we want to paint our future, communities and societies alike are facing a dark reality.
The perpetrators of these crimes would have been born into a family, attended school, connected with siblings, played games, had friends, may have been married, held a job and done all the things that people do. When, then, were the seeds of violence and deviant sexual behaviour sown?
The belief that anyone implicated for sexual assault has led a dysfunctional life, has a history of mental illness and substance abuse, has been exposed to violent and hypersexualised environments, and lacks empathy and social skills is a stereotype.
Casting individuals into good or bad backgrounds is not the answer. Many who have engaged in criminal offences come from affluent backgrounds and many who have faced violence have managed to overcome their challenges.
The question is: What is the anatomy of a person who preys upon individuals weaker than them? How do we address it?
A child’s development from ages three to 16 is marked by a significant growth in cognitive, emotional, social and physical domains. If we have to bring about a change, a revolution has to be brought into communities, families and schools, not only in urban, privileged India but in slums and villages too. These spaces too require gender sensitisation: Challenging harmful stereotypes, teaching children and community members to manage emotions, resolve conflicts peacefully and communicate effectively.
Local community leaders and religious figures have to advocate for peace and respect. Community watch programmes should be established along with helplines and reporting mechanisms for victims of violence. What is the role of our religious belief systems, sports culture, family structure, schools and colleges, the economy? In other words, how do we do things differently, how can we shape practices and change the socialisation of boys and definition of manhood?
We need people with power to prioritise these issues. Political statements are soon forgotten. Along with sensitivity training, we need leadership training. We need to break our silence and stand with women and children.
Our inner world defines what we do with our lives and our value systems. Parents, educators and society itself need to be broadcasters, pulsing out meaningful messages. If we do this together, we will create in children the ability to think with empathy and compassion and explore complex realities that will help them become the conscionable adults of tomorrow.
The writer is chairperson and executive director, Education, Innovations and Training, DLF Schools and Scholarship Programmes
