Science, culture, complexity

Tag: Independence Day

  • The Zomato ad and India’s hustle since 1947

    In contemporary India, corporate branding has often aligned itself with nationalist sentiment, adopting imagery such as the tricolour, Sanskrit slogans or references to ancient achievements to evoke cultural pride. Marketing narratives frequently frame consumption as a patriotic act, linking the choice of a product with the nation’s progress or “self-reliance”. This fusion of commercial messaging and nationalist symbolism serves both to capitalise on the prevailing political mood and to present companies as partners in the nationalist project. An advertisement in The Times of India on August 15, which describes the work of nation-building as a “hustle”, is a good example.

    I remember in engineering college my class had a small-minded and vindictive professor in our second year of undergraduate studies. He repeatedly picked on one particular classmate to the extent that, as resentment between the two people escalated, the professor’s actions in one arguably innocuous matter resulted in the student being suspended for a semester. He eventually didn’t have the number of credits he needed to graduate and had to spend six more months redoing many of the same classes. Today, this student is a successful researcher in Europe, having gone on to acquire a graduate degree followed by a PhD from some of the best research institutes in the world.

    When we were chatting a few years ago about our batch’s decadal reunion that was coming up, we thought it would be a good idea to attend and, there, rub my friend’s success in this professor’s face. We really wanted to do it because we wanted him to know how petty he had been. But as we discussed how we’d orchestrate this moment, it dawned on us that we’d also be signalling that our achievements don’t amount to more than those necessary to snub him, as if to say they have no greater meaning or purpose. We eventually dropped the idea. At the reunion itself, my friend simply ignored the professor.

    India may appear today to have progressed well past Winston Churchill’s belief, expressed in the early 1930s, but to advertise as Zomato has is to imply that it remains on our minds and animates the purpose of what we’re trying to do. It is a juvenile and frankly resentful attitude that also hints at a more deep-seated lack of contentment. The advertisement’s achievement of choice is the Chandrayaan 3 mission, its Vikram lander lit dramatically by sunlight and earthlight and photographed by the Pragyan rover. The landing was a significant achievement, but to claim that that above all else describes contemporary India is also to dismiss the evident truth that a functional space organisation and a democracy in distress can coexist within the same borders. One neither carries nor excuses the other.

    In fact, it’s possible to argue that ISRO’s success is at least partly a product of the unusual circumstances of its creation and its privileged place in the administrative structure. Founded by a scientist who worked directly with Jawaharlal Nehru — bypassing the bureaucratic hurdles faced by most others — ISRO was placed under the purview of the prime minister, ensuring it received the political attention, resources, and exemptions that are not typically available to other ministries or public enterprises. In this view, ISRO’s achievements are insulated from the broader fortunes of the country and can’t be taken as a reliable proxy for India’s overall ‘success’.

    The question here is: to whose words do we pay attention? Obviously not those of Churchill: his prediction is nearly a century old. In fact, as Ramachandra Guha sets out in the prologue of India After Gandhi (which I’m currently rereading), they seem in their particular context to be untempered and provocative.

    In the 1940s, with Indian independence manifestly round the corner, Churchill grumbled that he had not becoming the King’s first minister in order to preside over the liquidation of the British Empire. A decade previously he had tried to rebuild a fading political career on the plank of opposing self-government for Indians. After Gandhi’s ‘salt satyagraha’ of 1930 in protest against taxes on salt, the British government began speaking with Indian nationalists about the possibility of granting the colony dominion status. This was vaguely defined, with no timetable set for its realization. Even so, Churchill called the idea ‘not only fantastic in itself but criminally mischievous in its effects’. Since Indians were not fit for self-government, it was necessary to marshal ‘the sober and resolute forces of the British Empire’ to stall any such possibility.

    In 1930 and 1931 Churchill delivered numerous speeches designed to work up, in most unsober form, the constituency opposed to independence for India. Speaking to an audience at the City of London in December 1930, he claimed that if the British left the subcontinent, then an ‘army of white janissaries, officered if necessary from Germany, will be hired to secure the armed ascendancy of the Hindu’.

    This said, Guha continues later in the prologue:

    The forces that divide India are many. … But there are also forces that have kept India together, that have helped transcend or contain the cleavages of class and culture, that — so far, at least — have nullified those many predictions that India would not stay united and not stay democratic. These moderating influences are far less visible. … they have included individuals as well as institutions.

    Indeed, reading through the history of independent India, through the 1940s and ’50s filled with hope and ambition, the turmoil of the ’60s and the ’70s, the Emergency, followed by economic downturn, liberalisation, finally to the rise of Hindu nationalism, it has been clear that the work of the “forces that have kept India together” is unceasing. Earlier, the Constitution’s framework, with its guarantees of rights and democratic representation, provided a common political anchor. Regular elections, a free press, and an independent judiciary reinforced faith in the system even as the linguistic reorganisation of states reduced separatist tensions. National institutions such as the armed forces, civil services, and railways fostered a sense of shared identity across disparate regions.

    Equally, integrative political movements and leaders — including the All India Kisan Sabha, trade union federations like INTUC and AITUC, the Janata Party coalition of 1977, Akali leaders in Punjab in the post-1984 period, the Mazdoor Kisan Shakti Sangathan, and so on, as well as Lal Bahadur Shastri, Govind Ballabh Pant, C. Rajagopalachari, Vinoba Bhave, Jayaprakash Narayan, C.N. Annadurai, Atal Bihari Vajpayee, and so on — operated despite sharp disagreements largely within constitutional boundaries, sustaining the legitimacy of the Union. Today, however, most of these “forces” are directed at a more cynical cause of disunity: a nationalist ideology that has repeatedly defended itself with deceit, evasion, obfuscation, opportunism, pietism, pretence, subterfuge, vindictiveness, and violence.

    In this light, to claim we have “just put in the work, year after year”, as if to suggest India has only been growing from strength to strength, rather than lurching from one crisis to the next and of late becoming a little more balkanised as a result, is plainly disingenuous — and yet entirely in keeping with the alignment of corporate branding with nationalist sentiment, which is designed to create a climate in which criticism of corporate conduct is framed as unpatriotic. When companies wrap themselves in the symbols of the nation and position their products or services as contributions to India’s progress, questioning their practices risks being cast as undermining that progress. This can blunt scrutiny of resource over-extraction, environmental degradation, and exploitative labour practices by accusing dissenters of obstructing development.

    Aggressively promoting consumption and consumerism (“fuel your hustle”), which drives profits but also deepens social inequalities in the process, is recast as participating in the patriotic project of economic growth. When corporate campaigns subtly or explicitly endorse certain political agendas, their association with national pride can normalise those positions and marginalise alternative views. In this way, the fusion of commerce and nationalism builds market share while fostering a superficial sense of national harmony, even as it sidelines debates on inequality, exclusion, and the varied experiences of different communities within the nation.

  • How much of a milestone is AzaadiSAT?

    At 9.18 am today, the Indian Space Research Organisation (ISRO) launched the first developmental flight of its new Small Satellite Launch Vehicle (SSLV), a three-stage modular launch vehicle designed to carry a payload of up to 500 kg to the low-Earth orbit and to go from assembly to launch readiness in six days. The existence of such a vehicle in the ISRO stable at this time is a milestone in and of itself but it’d be naïve to assume that Prime Minister Narendra would allow that to be the only one so close to Independence Day, that too the country’s 75th. So the SSLV-D1 mission will fly a satellite called AzaadiSAT in addition to the primary payload, an optical remote-sensing satellite.

    As many news reports have been touting for a week (News18CNBC TV18Times NowHindustan TimesEconomic TimesWIONShe The People and PTI), AzaadiSAT has been “built” by 750 girls from 75 schools around the country. I put “built” in double-quotes because while the word appears in all these reports, it’s been misused. A company named SpaceKidz India (SKI) and NITI Aayog together conceived of the project. According to News18, SKI developed and tested “the main systems, including the onboard computer, flight software, electrical power system, telemetry and tele-command”. According to the SKI website, the company also “developed basic and simple experiments that students can learn and assemble with the simultaneous support of their science teachers and our SKI team’s online coaching”.

    So what the students did was take existing payloads and learn how their software components fit together, using – according to Times of India – the Arduino IDE. Let’s be clear: this is a far, far cry from saying the students built the satellite! They did no such thing. “It’s just language,” you say, but that’s the problem, no? We’re claiming a feat that we haven’t accomplished. And by believing we’ve accomplished it, we have a higher estimation of what our students are capable of, what a national programme like AzaadiSAT is capable of, that is increasingly removed from reality. These 750 students have no idea what it’s like to build a satellite. In fact what they’ve done is much closer to what the likes of White Hat, Jr. purport to do – to teach school students to code different types of apps (and even then it’s hard to say if they learn the philosophy of computer science in the process).

    This is Gaganyaan and the Bose hologram all over again: we don’t know what whatever we’ve done now means for whatever comes next. To be clear, the answer to this question is ‘undetermined’ in every case. ISRO is launching Indian astronauts to space on an Indian launch vehicle but the organisation’s officials don’t have a roadmap (at least in the public domain) for what Gaganyaan will gainfully do for the Indian space programme, most likely because there’s no plan for the Indian space programme itself that far ahead. Prime Minister Modi inaugurated a hologram of Subhash Chandra Bose in New Delhi except it is completely stationary, works only at night and for which the projector alone cost Rs 15 lakh (other capital costs and operational expenses separate). As a result, it utilised none of the affordances of hologram technology, was a costlier and flashier but also emptier substitute for a straightforward sculpture or metal cast, and only put Prime Minister Modi in the limelight.

    Now, we have AzaadiSAT: a device with a six-month lifespan and not built by girl students but more like introduced to them after most of it was ready. In fact, according to SKI, it was “conceptualised” expressly “to pay our tribute to mark the 75th anniversary of Independence”. And why only 75 schools, 75 payloads and 750 students? The tokenism is bloody well cringe-inducing – more so if you consider the fact that “this is a first of its kind space mission with an ‘all women concept’ to promote Women in STEM as this year’s UN theme is ‘Women in Space’,” per SKI, while the control room and the adjacent viewing gallery were one big sausage fest.

    SKI CEO also told News18 “that AzaadiSAT will also carry a recorded version of the national anthem sung by Rabindranath Tagore which they plan to play in space to pay tribute to the country”. If any song is played in space, it will be inaudible – the vacuum of space can’t transmit sound – so how will that pay tribute to the country? And if this song being played in low-Earth orbit is ‘heard’ via data receivers on the ground, it will be only because the song is transmitted to the receivers, and not because it was played on speakers. So is the point here that radio-scanner operators will be able to receive the national anthem transmission as a fun exercise? How would that amount to paying tribute to the country? (Of course, I don’t understand what “paying tribute to the country” itself even means.)

    We seem to believe that simply exposing these students to certain concepts and/or environments that they might not encounter in the regular course of their schooling will somehow have a transformative impact on their academic and professional trajectories. This belief has been pervasive in institute-mediated scicomm at least, but there have been very few attempts to actually measure the extent to which this belief is justified. The SKI CEO even told WION that “AzaadiSAT is going to motivate more girls into the space industry or to take up STEM subjects”. We don’t know this.

    It’s also often dangerously the case that the institutes, or even entities like the SKI, that make this ‘exposure’ argument also get away with superficial scicomm efforts that lack any continuous engagement or follow-ups. School students are exposed once to, for example, high-brow concepts like particle physics, gene-editing or remote-sensing, none of which has any relevance to what they’re learning in school at that time or what they need to pass their exams.

    Many institutes are often eager to have their scientists speak to students enrolled in poorly funded schools often run by the local government in order to maximise the ‘impact’ of their efforts, but unmindful of the facts that a) they’re effectively talking down to these students with a view to “lifting them up” and b) they’re being ignorant of the conditions in which these students are studying and what they actually need over some scientist talking at them about why her work is important.

    Why, these outreach efforts don’t even bother to check if all of the students shipped in from a local school are even interested in science or want to become scientists (which SKI sidesteps by picking only 10 students from each school). These efforts may be exercises in broadening one’s horizons but, as I said, that requires sustained engagement, not a one-off flash-bang event. On a related note, it’s curious why none of these students were present in the viewing gallery adjacent to the control room, where they could’ve seen launch operations in action, and were seated in the outdoor viewing area instead.

    There is already some awareness that simply getting students to meet Nobel Prize winners is far less useful on multiple levels than having a smart and empathetic teacher. In much the same way, the AzaadiSAT seems like a lot of tokenism bundled into a project that serves nationalistic pride but leaves behind many open questions about whether the girls who all these news articles and press releases proudly claim built the satellite will regularly use the payloads they ideated over, and in a meaningful way – by which I mean both controlling the devices over time using code they wrote on their laptops or phones, receiving and processing the data from these payloads, and using them in a constructive way going into the future.

    The question of access to the relevant devices is significant because, according to SKI, “Niti Aayog has partnered for this project to bring this opportunity to the Government school Girl children across India” – the same government schools that, in general, struggled to adopt virtual classrooms during the pandemic. An SKI video description also claims that the company picked students from “economically weak backgrounds”.

    Building a satellite is no small feat but as I said before, these girls didn’t build the satellite. Our students should build satellites – it’s just that efforts like AzaadiSAT don’t represent this milestone. I remember when I was in college that an American professional organisation (can’t recall the name now) would provide some funds and raw materials to two groups of students – picked from the engineering streams – who’d then have to built rudimentary cars out of them with their professors’ help in two years and race them to win. A similarly long-term engagement with school students, involving all satellite components instead of just the data acquisition system, will surely be better than what SpaceKidz and NITI Aayog are currently doing.

    And because ISRO actually launches satellites built by students for free into low-Earth orbit, we must ask what these satellites do. It’s been a decade of India launching student-built satellites and it’s been the same decade of our student-built satellites doing very little, if anything (surrounded often by deliberately misleading narratives) – other than making for press releases with a shelf-life overlapping with some nationalist occasion.