Answer

Introduction

The normalization of ‘casual racism’ in educational spaces is not just a behavioural issue but a failure of institutional ethics. When racial slurs and stereotypes are dismissed as “harmless banter,” it reflects a systemic apathy that alienates students from the North-east, undermining the constitutional promise of dignity and the spirit of national integration.

Body

Institutional Measures for Emotional Integration

• Curriculum Decolonization: Integrating the history, geography, and diverse cultures of the North-east into mainstream textbooks to replace ignorance with knowledge.
  Eg: The Bezbaruah Committee (2014) recommended that NCERT introduce a dedicated chapter on the North-east ethos in school curricula.
• Mandatory Sensitization: Conducting periodic orientation and rights-awareness workshops for faculty, staff, and students to dismantle deep-seated biases.
  Eg: The committee suggested “Rights Awareness Lectures” for freshers in major universities to prevent racial friction.
• Institutional Ombudsman: Setting up dedicated cells or nodal proctors to handle grievances related to racial discrimination with a zero-tolerance policy.
  Eg: Following the Nido Tania case, the MHA directed universities to appoint nodal officers for North-east students’ safety, Special Police Unit for North East Region (SPUNER) was set up in the Delhi Police.
• Cultural Exchange Programs: Organizing “North-east Festivals” and student exchange tours to foster firsthand understanding of the region’s unique heritage.
  Eg: The “Ek Bharat Shreshtha Bharat” initiative pairs states to promote cultural immersion and emotional bonding.
• Zero-Tolerance Policies: Codifying “casual racism” as a punishable offense within university statutes, ensuring that verbal abuse leads to disciplinary action. 
• Visible Representation: Ensuring a “visible face” of the North-east in administrative and faculty positions to provide a sense of belonging.
  Eg: The committee emphasized that the presence of North-east personnel in university security and administration builds student confidence.

Civil Society’s Role in Bridging the Gap

• Community Sensitization: NGOs can run neighborhood-level campaigns to educate landlords and local vendors about North-east food habits and lifestyles.
  Eg: The Bezbaruah Report noted that cultural conflict often stems from local landlords following conservative traditions.
• Legal Support Networks: Creating panels of lawyers to provide pro-bono assistance to victims of hate crimes and racial harassment.
  Eg: Civil society groups have been urged to coordinate with the Delhi State Legal Services Authority to assist North-east residents.
• Media Advocacy: Journalists and social media influencers can play a vital role by highlighting North-east success stories rather than just conflict. 
• Hostel & Housing Watch: Civil society groups can monitor rental spaces to ensure that North-east students are not charged “racial premiums” or denied housing. 
• Crisis Response Teams: Empowering local youth groups to act as first responders in cases of racial altercations to de-escalate tension.
  Eg: The Northeast Students’ Organisation (NESO) often mediates between students and local authorities during crises.
• Inclusive Public Spaces: Promoting sports and common culinary hubs that allow for organic social interaction between North-east and mainland communities.
  Eg: The committee suggested holding National Sports Events in the North-east to promote “connectivity of minds”.

Conclusion

Emotional integration cannot be legislated alone; it must be cultivated through “connectivity of minds.” By moving beyond the “Security Model” to an “Integration Model” as suggested by the Bezbaruah Committee, India can ensure that its diversity is a cause for celebration rather than a barrier. True institutional ethics lies in creating a space where a student’s identity is respected as an integral part of the national fabric, not an “othered” curiosity.

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