Class 12 English Unit 20 Power and Politics Complete Guide (NEB New Syllabus) | Notes, Exercise Solutions & Summary | Language Development
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Welcome to your premier destination for the Class 12 English Unit 20 Power and Politics academic syllabus. This complete online textbook companion offers fully resolved answers to all end-of-chapter questions and writing exercises.

Through this comprehensive resource on Class 12 English Unit 20 Power and Politics, you will discover deeper meanings of societal power structures, feminist viewpoints, and practical grammatical tools targeting adjectives and vocabulary building.

To acquire more sociological and historical context on these movements, you can explore the history of feminism online.

Access our general index for additional chapters here: Class 12 English Notes.

Class 12 English Unit 20 Power and Politics study notes

1. Class 12 English Unit 20 Power and Politics: Working with Words

A. Find the words from the text for these meanings. The first letters have been given for you.
a. Reluctance: unwillingness or disinclination to do something
b. Repressive: preventing the expression or awareness of thoughts or desires
c. Mutilation: the infliction of serious damage on something
d. Ghettoized: restricted to an isolated or segregated place, group, or situation
e. Herstory: history viewed from a female or specifically feminist perspective
f. Genital: relating to the human or animal reproductive organs
g. Hysterectomies: surgical operations to remove all or part of the uterus
h. Paranoid: obsessively anxious, suspicious, or mistrustful
i. Eventuation: thrusting forward of abdominal organs through the abdominal wall

B. Complete the chart.
Verb Noun Adjective
commit commitment committed
nurture nurturance nurturable
legitimize legitimization legitimate
oppress oppression oppressive
defend defensiveness / defense defensive
victimize victimization victimized

C. Consult a dictionary and define these terms.
Racism: The belief that different races possess distinct characteristics, abilities, or qualities, especially so as to distinguish them as inferior or superior to one another.
Lesbian: Relating to gay women or to homosexuality in women.
Radical: Forming an inherent or fundamental part of the nature of someone or something. (Also refers to extreme political or social change).
Feminist: The advocacy of women’s rights on the ground of the equality of the sexes.
Patriarchy: A system of society or government in which men hold the power and women are largely excluded from it.

D. Underline the consonant clusters in the following sentences.

(Note: Consonant clusters are groups of consonants without a vowel between them. Here are the sentences for practice:)

a. Fluffy went flip-flop all over the floor.
b. The whites sing a song about the striking stars.
c. Here are some flowers and a flask of tea of your favourite flavour.
d. Smita fell ill with flu.
e. My friend is frightened of frogs.
f. Thumbelina stumbled out of the green bush.
g. She heard a rumble and a cry.
h. ‘Climb up’, said Tom.
i. Freedom needs to be strived for.
j. Children were munching crunchy French fries.

2. Class 12 English Unit 20 Power and Politics: Comprehension Solutions

Answer the following questions.
a. Why does Audre Lorde think that Mary got a sort of victory in the University of Boston?
Audre Lorde thought that Mary got a sort of victory in the University of Boston because she became so glad to find many women attending the “speak out”, and the powerful show of joined solidarity will provide more space for them to grow and be within.
b. Why is Lorde thankful to Mary?
Lorde is thankful to Mary because Mary has provided her a book named Gyn/Ecology that is full of import, useful, generative, and highly provoking. The book is strengthening and helpful for her in understanding systemic issues.
c. What impression has the writer had about the way white women looked upon black women?
The writer has had a very bad impression about the way white women looked upon black women. According to her, the white women were functionally unable to truly hear Black women’s words or to genuinely maintain an equal dialogue with black women. The historically ignorant act of white women is long and deeply discouraging for her.
d. Why did Mary not cast black women as goddesses in her book according to Lorde?
According to Lorde, Mary didn’t cast black women as goddesses in her book because she had made a conscious, exclusive decision to limit her academic scope and deal only with the ecology of Western European (white) women, thus erasing others.
e. Why did Lorde think that she misused her words?
Lorde thought that Mary misused her words because she utilized her words only to testify against Lorde as a woman of colour, rather than building an inclusive platform.
f. For Lorde, how were women, especially from the black community, undervalued?
For Lorde, women, especially from the black community, were vastly undervalued as they were theoretically “ghettoized” by a white woman dealing only out of a rigid, patriarchal Western European frame of reference that dismissed their unique struggles.
g. How does Mary take white women as? Does Lorde agree with Mary’s view?
Mary seemingly takes white women as inherently superior to non-white women. Her underlying assumption is that the “herstory” and the myth of white women is the legitimate and sole herstory and myth of all women to call upon for power and background, and that nonwhite women and their herstories are noteworthy only as decorations, or merely as examples of female victimization.

No, Lorde emphatically does not agree with Mary’s view. Lorde does not like the supremacy of white feminism over black feminism shown by Mary in her views, which present blacks as decorative or merely useful examples while ignoring their complex pain, autonomy, and oppression.
h. What is Afrekete? How does it connect to this lesson?
Afrekete represents the collective, powerful voice of the tradition of black lesbian writing and mythology. It connects to this lesson as the author wants to culturally connect and empower all black women in the arena of black writing, separate from the dominant Western European lens.

3. Class 12 English Unit 20 Power and Politics: Critical Thinking Analysis

a. “The oppression of women knows no ethnic or racial boundaries.” Do you agree or not? Justify with your reasons.

“The oppression of women knows no ethnic or racial boundaries.” Yes, I completely agree with this profound statement.

Women have historically fought to be treated equally for many years and deserve the exact same pay, respect, and rights as men. In many societies worldwide, men receive better treatment, jobs, and better pay than women, which clearly shows systemic discrimination against them. Women continue to bravely fight against this discrimination worldwide. The oppression of women getting denied equality creates a universal form of intolerance. Women not having the rights they inherently deserve can lead to psychological uncertainty and marginalization within oneself.

In global history, women did not have fundamental equality rights, which connects to why many still face sexist discrimination from men today. Despite the tremendous progressive strides made in the struggle for gender equality, women everywhere still face domestic violence, systemic discrimination, and rigid institutional barriers to equal participation in society. Women are treated as less than men because of ingrained gender inequality; this shows how women are not looked upon on the same social status level. It should be equal pay for equal work, but unfortunately, women are often valued less than men in the workplace.

Furthermore, many countries do not give women the basic right to education because they rigidly believe women should not be educated or independent. Many poor women cannot afford to pay for education, effectively limiting them from receiving it. Many times it is not an option because conservative governments physically or legally prevent women from achieving their goal of education. Thus, due to all these compounding global issues, women have been suffering a lot. Their oppression knows no ethnic, cultural, and racial boundaries, and they have been the mutual victims of patriarchy for ages.


b. Why is it important to question our beliefs and values? How are they set up in a person’s mind?

It is crucially important to question our own beliefs and values because it builds strong character, intellectual honesty, compassion, social acceptance, and moral strength. People usually tend to defensively avoid questioning their own core beliefs because they incorrectly assume that it will diminish or weaken their beliefs. If we think this way, it’s often because we already subconsciously doubt the veracity of our claims, and we are being intellectually dishonest with ourselves.

Questioning our beliefs through strict objectivity and observing them as a third party/person helps us to gauge not only if our beliefs are fundamentally true, but also what the logical, real-world consequences of our ideas are (both positive and negative). As soon as we question another person’s beliefs on a sensitive topic, we should equally evaluate our own internal biases. If we discover through introspection that we are wrong, this fosters deep acceptance and growth. If we discover we are wrong, successfully modify our beliefs, and boldly admit our error, this fosters incredible strength. Thus, it’s highly important to continuously question our beliefs and values rather than accepting them blindly from society or tradition.

4. Class 12 English Unit 20 Power and Politics: Writing Tasks & Essays

B. Write an article for a national daily on “The Status of Women in Nepali Society.”

(Here is a journalistic article on women’s status, written by Samiksha:)

The Status of Women in Nepali Society

Kathmandu: Nepal is a country of great geographic, cultural, ethnic, and religious diversity. However, across this vast diversity, the majority of communities in Nepal remain strictly patriarchal. A woman’s life is traditionally and heavily influenced by her father, husband, and eventually her son. Such ingrained patriarchal practices are further reinforced by the bureaucratic legal system. The actual status of women is determined by this patriarchal social system, outdated values, and whether women’s rights are actively preserved and protected by the state through targeted development policies.

Women’s relative social status, however, has varied significantly from one ethnic group to another. The daily economic contribution of women is incredibly substantial, but largely goes completely unnoticed because their traditional, laborious role is taken for granted as unpaid domestic duty.

The health status of Nepal’s rural people is one of the lowest in the South Asian region, and this is particularly tragic for females. Approximately one-fifth of women get married in the very early age bracket of 15-19. As a direct result of their premature pregnancy and lack of medical infrastructure, the mortality rates of young women have been occurring at a very high, alarming level.

National statistics consistently show that the women’s literacy rate hovers around 30 percent, while it is 66 percent for males. The enrollment of women in higher education is barely 24.95 percent. Women’s involvement in technical and vocational education is also drastically lower than men’s. This is directly due to the regressive social norms and culture that we still follow. As in many rural areas, young girls are erroneously considered as “paraya dhan” (others’ property meant to be married off) and they consequently don’t get the crucial opportunity to receive a proper education.

Furthermore, a large part of women’s physical work is not considered an “economic activity” in national metrics. As a result, only 45.2 per cent of women as compared to 68.2 per cent of men are officially classified as economically active. There are very few women working in high-level professional work or politics in Nepal. They may study the law or administration, but few are able to break the glass ceiling to enter the profession successfully without facing heavy prejudice.

5. Class 12 English Unit 20 Power and Politics: Grammar (Adjectives)

B. Choose the correct alternative.

(Note: English adjectives follow a specific order: Opinion, Size, Age, Shape, Color, Origin, Material, Purpose.)

a. an old foreign car / a foreign old car
an old foreign car (Age before Origin)
b. a beautiful white dress / a white beautiful dress
a beautiful white dress (Opinion before Color)
c. a nice tall young man / a tall nice young man
a nice tall young man (Opinion before Size before Age)
d. a big black wooden desk / a black wooden big desk
a big black wooden desk (Size before Color before Material)
e. a delicious Italian pizza / an Italian delicious pizza
a delicious Italian pizza (Opinion before Origin)
f. a huge brown bear / a brown huge bear
a huge brown bear (Size before Color)
g. a purple cotton sleeping bag / a cotton purple sleeping bag
a purple cotton sleeping bag (Color before Material)
h. a beautiful old Indian village / an old beautiful Indian village
a beautiful old Indian village (Opinion before Age before Origin)
i. a cute little kitten / a little cute kitten
a cute little kitten (Opinion before Size)
j. an expensive antique table / an antique expensive table
an expensive antique table (Opinion before Age)

C. Put the adjectives in the following sentences in the correct order.
a. I bought (red/ a /comfortable/new) scooter.
I bought a comfortable new red scooter.
b. She reached home and sat on (relaxing/old/her/wooden) chair.
She reached home and sat on her relaxing old wooden chair.
c. We ate (Chinese/delicious/some) food.
We ate some delicious Chinese food.
d. I need (golden/delicious/some/round) apples.
I need some delicious round golden apples.
e. We like to live in a (calm/unmediated/remote) place for some time.
We like to live in a calm unmediated remote place for some time.
f. She is wearing (silver/beautiful / a(n)/ old) ring.
She is wearing a beautiful old silver ring. *(Note: The textbook solution provided ‘an old beautiful silver ring’, but ‘beautiful old silver’ follows the standard Opinion-Age-Material rule more accurately).*
g. I am looking for (golden/stylish/a/Japanese) watch.
I am looking for a stylish Japanese golden watch.
h. She dropped (old/china/attractive/a(n)) cup and smashed it.
She dropped an attractive old China cup and smashed it.
i. He wants to marry (young/pretty/educated/a(n)/rustic) girl.
He wants to marry a pretty young educated rustic girl.
j. We stayed in a (luxurious/five star/new) hotel in Dubai.
We stayed in a luxurious new five-star hotel in Dubai.

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