Paper Title

THE POLITICS OF VOICE: HOW CONTEMPORARY INDIAN NOVELS CHALLENGE SOCIAL HIERARCHIES

Abstract

This study examines the representation of social inequality and resistance in four contemporary Indian novels through the lens of discourse analysis, focusing on how language, narrative strategies, and characterization construct, contest, and negotiate systems of power. Drawing upon theories from critical discourse analysis (CDA) and postcolonial studies, the research explores how caste, class, gender, and religion intersect to shape social hierarchies and collective struggles in modern Indian fiction. The selected novels—spanning authors from diverse linguistic and cultural backgrounds—reflect India’s multifaceted social realities and reveal how literary discourse functions as both a mirror and critique of society. Through a close reading of textual forms—dialogue, narrative voice, and symbolic representation—the study investigates how marginalized voices articulate resistance against dominant ideologies. It considers how the authors employ linguistic subversion, irony, and counter-narratives to expose structural oppression and challenge hegemonic norms. The novels are analyzed not merely as cultural arti facts but as sites of ideological struggle, where the politics of representation plays a crucial role in shaping readers’ understanding of social justice and transformation. The research situates these novels within the larger framework of contemporary Indian socio-political contexts, including neoliberalism, communal tensions, and the persistence of caste-based discrimination. It highlights how literary discourse enables an alternative mode of resistance—through storytelling, re-appropriation of language, and reimagining of identities. By analyzing patterns of inclusion, exclusion, and silence, the study demonstrates how the texts contribute to the ongoing discourse on equality, dignity, and emancipation in postcolonial India.
KEYWORDS : Discourse analysis social inequality, social hierarchies, contemporary Indian novels

Paper Title

DIASPORA REALITIES AND THE CRISIS OF IDENTITY IN THE FICTION OF JHUMPA LAHIRI

Abstract

Jhumpa Lahiri occupies a significant position in contemporary diasporic literature, particularly for her sensitive representation of the experiences of Indian immigrants and their children in the United States. Her fiction explores displacement, cultural alienation, identity crisis, generational conflict, language, memory, family relationships, and the persistent emotional connection between homeland and hostland. The diasporic characters in Lahiri’s works frequently inhabit an uncertain cultural space in which neither complete assimilation nor an uncomplicated attachment to ancestral traditions provides a stable sense of belonging. This paper examines the realities of diaspora and the crisis of identity represented in selected works of Jhumpa Lahiri, with particular attention to Interpreter of Maladies, The Namesake, Unaccustomed Earth, and The Lowland. The study argues that Lahiri presents diaspora not merely as geographical migration but as a complex psychological and cultural condition. Her characters negotiate multiple identities while confronting questions of home, belonging, cultural memory, and self-definition. The paper further explores how cross-cultural encounters transform individual and collective identities across generations. Lahiri’s fiction ultimately suggests that diasporic identity is fluid, continuously negotiated, and shaped by both inherited cultural memories and experiences in the host society.
KEYWORDS : Diaspora, Identity Crisis, Jhumpa Lahiri, Cultural Displacement, Cultural Hybridity, Migration, Belonging, Cross-Cultural Identity, Indian Diaspora, Cultural Memory.

Paper Title

ROLE OF TEACHING ELT THROUGH DIGITAL AI TOOLS AMONG HIGH SCHOOL STUDENTS: A STUDY

Abstract

English Language Teaching (ELT) at the high school level is undergoing significant changes due to the growing availability of digital technologies and Artificial Intelligence (AI) tools. Traditional methods of teaching English often provide limited opportunities for individual practice, immediate feedback and meaningful communication. Digital AI tools can support teachers and learners through personalised learning, language practice, pronunciation assistance, vocabulary development, writing support and interactive learning activities. The present study examines the role of digital AI tools in teaching English to high school students. It focuses on the possible contribution of AI based applications to reading, writing, listening, speaking, vocabulary and grammar development. The study adopts a descriptive and analytical approach based on relevant literature, educational principles and current developments in digital language learning. The study argues that AI tools can make ELT more interactive, learner-centred and flexible when they are used appropriately. At the same time, issues such as digital inequality, inaccurate AI generated content, excessive dependence on technology, privacy and reduced human interaction require careful attention. The study concludes that AI should function as a supportive instructional resource rather than a replacement for the English teacher.
KEYWORDS : English Language Teaching, Artificial Intelligence, Digital Learning, High School Students, Language Skills, Personalised Learning, Educational Technology