Monday, October 6, 2025

Sherni: Movie Review

“Sherni” (2021): Ecology, Power, and the Politics of Coexistence




Recently, I watched Sherni (2021), directed by Amit V. Masurkar. The film revolves around a jaded forest officer, Vidya Vincent, who leads a team of trackers and locals in an effort to capture an unsettled tigress, T12. As Vidya navigates bureaucratic apathy, political pressures, and social hostility, the film becomes much more than a story about a tiger hunt—it transforms into a quiet, layered meditation on ecology, gender, and power.

I vividly recall my Master’s days when Prof. Dilip Barad was teaching Ecocriticism and the Future of Postcolonial Studies. He had mentioned this film as a case that vividly represents ecological imbalance and human interference with nature. That lecture stayed with me and inspired me not only to revisit the film but also to write this reflection.

My motivation, however, goes beyond nostalgia. The ecological crises surrounding us—deforestation, climate shifts, animal displacement—make Sherni profoundly relevant today. My own doctoral research in ecocritical studies deals with similar intersections of environment, displacement, and human responsibility. Moreover, the place where I teach—Rajpipla, surrounded by forests and tribal communities—constantly reminds me of the fragile balance between human life and wilderness. It is not rare to spot multiple snakes in a single day within our college campus. These daily encounters with nature make Sherni not just a film but a mirror to our lived reality.


The Story Beyond the Plot

On the surface, Sherni narrates the journey of T12—a tigress labeled a “man-eater”—and the forest department’s attempts to capture her. The villagers, terrified after a series of attacks, demand immediate action. The forest officials, led by Vidya Vincent, try to find a humane solution, but their efforts collapse under political manipulation and bureaucratic lethargy. Eventually, the tigress is killed by the self-proclaimed hunter Pintu Bhaiya, who symbolizes the triumph of masculine aggression over ecological ethics.

What stands out, however, is not the plot itself but the ethical ambiguity it presents. No one in the film is entirely right or wrong. Vidya’s compassion clashes with her helplessness; villagers’ fear is genuine, yet their anger is exploited; politicians use tragedy for publicity, while conservation becomes a performance of power. The question lingers: Who truly encroaches on whom?


Women, Nature, and Resistance

The film also establishes a quiet parallel between Vidya Vincent and the tigress T12. Both are female figures navigating patriarchal structures—Vidya within bureaucratic and political systems, and T12 within shrinking natural habitats dominated by human intrusion. Both are silenced, controlled, and ultimately punished for asserting their presence.

This resonance echoes ecofeminist theory, which draws connections between the oppression of women and the exploitation of nature. As Vandana Shiva (1989) and Carolyn Merchant (1980) argue, patriarchal power systems view both women and nature as resources to be subdued or regulated. Vidya’s integrity, her moral isolation, and her resistance to political spectacle mirror the tigress’s instinctive struggle to survive within an altered ecosystem.


The Forest as Character

The forest in Sherni is not a backdrop—it is an active participant. It breathes, hides, threatens, and shelters. The film’s cinematography deliberately avoids romanticizing wilderness; instead, it shows the forest as fragmented, encroached upon by human settlements, and scarred by development projects. The slow pacing and muted tones remind us that ecological imbalance is not sudden—it unfolds silently, almost invisibly, through everyday human activities.

Ecologists studying Human–Wildlife Conflict (HWC) in India have documented similar realities. Research by Baishya et al. (2025) and The Indian Forester journal shows that habitat fragmentation, prey depletion, and expanding agriculture are key reasons behind tigers straying into villages. As natural corridors shrink, wild animals lose prey and shelter, forcing them to enter human spaces in search of food. The “conflict” is therefore not a sudden anomaly—it is the inevitable outcome of human expansionism (Sukumar, 2003; Thapar, 2019).


Politics of Conservation

What Sherni captures brilliantly is how conservation often becomes politicized. The forest department’s aim—to capture T12 alive—is continually undermined by local politicians eager for quick solutions and media attention. Vidya’s ethical stand is dismissed as weakness, while Pintu Bhaiya’s violent act is celebrated as heroism.

This aligns with the observations of environmental sociologist Rob Nixon (2011), who coined the term “slow violence” to describe the gradual, invisible destruction wrought by ecological neglect and bureaucratic indifference. Environmental degradation, displacement, and exploitation happen not through spectacle but through silence, policy, and neglect. Vidya Vincent’s silent resignation at the film’s end becomes symbolic of how integrity and ecological ethics are often devoured by the machinery of politics.


The Human–Animal Boundary

At the film’s heart lies a haunting question: When nature retaliates, who is to blame? The villagers’ fear of T12 stems from real loss—human lives are at stake. Yet, the film subtly exposes the deeper irony: it is humans who have intruded upon the tiger’s habitat. The so-called “man-eater” is, in fact, the victim of ecological displacement.

Ecologists like Raman Sukumar (2003) and Valmik Thapar (2019) have long emphasized that conflicts between humans and tigers in India are ecological symptoms, not behavioral anomalies. Deforestation, mining, and unsustainable development alter migration routes and prey patterns. The tiger, much like T12, becomes a scapegoat in a human drama of greed and governance failure.


Rajpipla and the Everyday Ecology

Living and teaching in Rajpipla makes Sherni more than cinema for me—it feels lived. The region’s forests, tribal communities, and wildlife form a delicate ecosystem where human coexistence with nature is an everyday negotiation. Villagers know the forest intimately, but like those in the film, they are often voiceless in policy decisions. Ecologists suggest that community participation is the only sustainable path forward: involving locals in forest monitoring, benefit sharing, and conservation strategies reduces conflict and fosters empathy (Baishya et al., 2025).

Such involvement could turn fear into stewardship—a principle both Sherni and real-world ecology agree upon.

Conclusion: The Roar Beneath the Silence

Sherni refuses to offer easy answers. It does not glorify nature nor demonize humanity; instead, it exposes the uneasy coexistence of both. Vidya Vincent’s quiet dignity contrasts sharply with the loud politics around her, just as the tigress’s unseen presence dominates the narrative.

The film ultimately invites us to rethink what ecological responsibility means. It is not about saving animals from humans, but about redefining how humans live with animals. It reminds us, as Lawrence Buell (1995) suggests, that the environment is not a passive setting for human action—it is a participant in human moral and cultural imagination.

In the end, Sherni roars not through sound but through silence—through Vidya’s restrained defiance, through the forest’s mute endurance, and through the haunting memory of T12. It reminds us that ecology is not only about trees and tigers—it is about ethics, empathy, and the courage to protect what cannot speak for itself.

References

Baishya, R., Bhuyan, M., & Deka, R. (2025). Human–Wildlife Conflict and Management with Special Reference to India. Asian Research Journal of Agriculture and Biology.

Buell, L. (1995). The Environmental Imagination: Thoreau, Nature Writing, and the Formation of American Culture. Harvard University Press.

Merchant, C. (1980). The Death of Nature: Women, Ecology, and the Scientific Revolution. Harper & Row.

Nixon, R. (2011). Slow Violence and the Environmentalism of the Poor. Harvard University Press.

Shiva, V. (1989). Staying Alive: Women, Ecology, and Development. Zed Books.

Masurkar, A. V. (Director). (2021). Sherni [Film]. Abundantia Entertainment. Amazon Prime Video.

Sukumar, R. (2003). The Living Elephants: Evolutionary Ecology, Behaviour, and Conservation. Oxford University Press.

Thapar, V. (2019). Tiger Fire: 500 Years of the Tiger in India. Aleph Book Company.


Thursday, September 18, 2025

Play Screening: Ghashiram Kotwal by Vijay Tendulkar

 

Experiencing Theatre Beyond the Page: A Classroom Screening of Ghashiram Kotwal




When we study literature, we do much more than simply read texts—we step into worlds of art, imagination, and performance. Literature encompasses multiple art forms, and drama is perhaps the most dynamic among them. While we may engage with plays through reading in classrooms, the very essence of drama lies in performance. Without experiencing its staging, students often miss the theatrical techniques and dramatic intensity that a written script alone cannot fully convey.

This thought guided me as I introduced my B.A. English students to Vijay Tendulkar’s celebrated play, Ghashiram Kotwal. Instead of confining our learning only to the text, I organized a screening of a stage performance to give students a glimpse into how literature transforms into theatre.


Why Screening the Play Was Important

Reading Ghashiram Kotwal provides deep insights into themes of power, corruption, morality, and gender politics. Yet, Tendulkar’s brilliance also lies in his experimentation with theatre techniques. These are not easily grasped on the page. The performance highlights elements such as:

  • 🎭 Use of Chorus: The collective voice of the people, adding rhythm and commentary.

  • 👥 Characters and Events: How the actors embody satire, irony, and exaggeration.

  • 🥁 Tamasha Technique: A traditional folk-theatre form from Maharashtra, blending song, dance, and drama to critique society.

By watching the performance, students were able to appreciate these techniques in action, rather than simply imagining them.









The Screening Experience

We watched the play performed by भारतेंदु नाट्य अकादेमी and the Culture Department of Uttar Pradesh, presented in Hindi. 

Here is the video:


While there were some technical issues, such as sound quality due to the recording of the stage performance, the overall performance was mesmerizing. The vibrancy of costumes, the rhythm of the chorus, and the raw energy of tamasha brought the text to life.

Interestingly, the play is originally written in Marathi, later translated into English, and the performance we watched was in Hindi. Despite this linguistic shift, the staging remained remarkably faithful to the English text, allowing students to connect their reading experience with the performance on screen.

Reflections

The screening reaffirmed a crucial lesson: 

"...drama must be experienced, not just read."

Watching Ghashiram Kotwal helped students understand how theatricality enriches meaning. The satire, folk elements, and interplay of power structures came alive in ways that reading alone could not achieve.

For students, it was not only an academic exercise but also an introduction to the vitality of Indian theatre traditions. For me as a teacher, it was rewarding to see their engagement grow through performance-based learning.


Conclusion

Organizing this screening of Ghashiram Kotwal was a reminder that literature teaching should go beyond the page. Watching theatre performances allows students to witness the fusion of text and performance, making the learning process holistic and memorable.

Though challenges like language barriers and limited availability of performances exist, initiatives like these open up new dimensions of learning. After all, drama is not just a script—it is a living art form.


Have you ever watched a stage performance of a play you studied in the classroom? How did it change your understanding of the text?


Guidance Lecture: ICT in Education/ Paper 1/NET/SET

 Guidance Lecture: ICT in Education/ Paper 1/NET/SET


On 14th September, I had the privilege of delivering a guidance lecture for NET/GSET aspirants, organized by the Alumni Association of the Department of English, Maharaja Krishnakumarsinhji Bhavnagar University.



🎙 My session focused on “ICT in Education” from Paper 1 (General Paper) for NET/GSET, along with strategies for preparing for the exam in general. The session was streamed live on YouTube. Here is the video link:


Here is the Online Quiz link: Click Here


🔑 Highlights from the session:


ICT is an umbrella term for technologies like computers and the internet used to create, store, and share information.

Three main objectives: ICT Education (learning about ICT), ICT Supported Education (using tools like multimedia), and ICT Enabled Education (delivering complete courses digitally).

Key models: e-learning, blended learning, and distance learning.

Major initiatives by the Indian government: SWAYAM, National Digital Library (NDL), and DIKSHA.

NEP 2020 strongly emphasizes the integration of ICT into education.

Benefits include personalised learning, wider reach, and educational continuity in times of crisis.

Challenges include infrastructure costs, accessibility issues, and the need for continuous training—requiring a crucial attitudinal shift to fully embrace ICT in teaching and learning.






It was truly wonderful to interact with the aspirants and share insights on this important topic. I am deeply thankful to the Department of English and Alumni Association for this platform, and to all the aspirants who joined with such enthusiasm.

Special thanks to Dr. Dilip Barad Sir, Megha Trivedi Ma’am, and Prakruti Ma’am for providing me this opportunity.


Thursday, August 21, 2025

Ghashiram Kotawal by Vijay Tendulkar

 


Vijay Tendulkar’s Ghashiram Kotwal is more than just a historical play—it’s a sharp critique of corruption, lust for power, and the cyclical nature of exploitation. Set during the Peshwa rule in Pune, this iconic Marathi drama combines history with folk theatre elements like Tamasha, music, and dance to question morality and politics.

To make this fascinating text come alive, I’ve prepared a detailed video lecture that dives deep into:
✔ The historical and cultural context of the play
✔ Themes of power, gender, and morality
✔ Key characters like Ghashiram, Nana Phadnavis, and the Sutradhaar

The lecture simplifies complex ideas and connects them with contemporary issues—because Tendulkar’s message is still relevant today!


Here is the video:


💡 After watching the lecture, test your understanding with a 15-mark MCQ quiz designed to help you revise important aspects of the play.

Click below to appear in an online quiz:

Online Quiz

📌 Watch the lecture → Take the quiz → Strengthen your concepts
Because literature is not just to be read, but experienced, analyzed, and debated!


Happy Learning!

Monday, August 18, 2025

Paper 3: Ph.D. Coursework Presentation

 

Studying Amitav Ghosh’s Gun Island Through the Lens of Digital Literary Cartography

Paper 3: Ph.D. Coursework Presentation


Here is the Presentation PPT:
   

Here is the Video of the Presentation:





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Paper 2: Ph.D. Coursework Presentation

 

Digital Literary Cartography: Exploring Literary Texts Through Mapping

Paper 2: Ph.D. Coursework Presentation



Here is the Presentation PPT:

Here is the presentation video:








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Paper 1: Ph.D. Coursework Presentation

 

Predatory Publication

Paper 1: Ph.D. Coursework Presentation




Here is the Presentation PPT:

 





Here is the Video recording of my presentation:


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Sherni: Movie Review

“Sherni” (2021): Ecology, Power, and the Politics of Coexistence Recently, I watched Sherni (2021), directed by Amit V. Masurkar . The film...