This paper looks at a case of rural-to-rural movement of agrarian capital in southern India and the ways in which capital-labour relations are reworked to maintain oppressive forms of exploitation. Faced with an agrarian crisis, capitalist farmers from affluent communities of Wayanad, Kerala, take large tracts of land for lease in the neighbouring state of Karnataka and grow ginger based on price speculation. Landless Adivasis from Wayanad have served as labourers on these ginger farmlands for the past three decades. Recently, farmers have shifted to employing labourers from a Scheduled Caste (SC) from Karnataka. The change happened not just because of the lower wages the SC labourers were willing to work for, but also because of the farmers’ inclination to move away from Adivasis who have been resisting the poor working conditions on the farm. The story resonates with broader dynamics of agrarian-labour relations amidst capitalist expansion and highlights the centrality of socio-political factors at play.

In this entry, the researcher will analyse neoliberal policies and how they have been popularised through the mass media – with a particular focus on market triumphalism. This is an important issue in contemporary times as neoliberal policies have led to an increase in economic inequality. However, public discourse has argued that these policies are beneficial to the economy and workers. The first section will describe the historical trajectory that shaped neoliberal policies. In the second section, the researcher will trace the introduction of neoliberal policies in India in the 1990s and how English newspapers popularised them. In section ​“Sandel’s Critique of Market Triumphalism in America”, the researcher will discuss the popularity of market triumphalism through neoliberal policies in the USA and Michael Sandel’s (What money can’t buy: the moral limits of markets. Penguin, London, 2012) influential critique of it.

Wellbeing is a complex concept and while a wellness-focused school culture is key, it also requires a very individualised focus. Children function at the level of emotions. Their wellbeing depends on how the school, teachers, other students, and the entire ecosystem make them feel. In this issue, there are several articles that should make us think about how a child who is excluded feels. How does a child whose family life is full of strife feel in school? Why does another feel that no one would visit their home because they are poor or belong to a lower caste?