Sensitivity on 'social justice' in a classroom can be encouraged by: A.…

Guiding principle: Sensitivity to social justice develops through experiential, rights-based pedagogy — engaging with real narratives of struggle, situating them in their historical roots of unequal power, and grounding them in constitutional guarantees — never through coercive or punitive discipline, which itself violates a child's dignity and rights.

Applying it here: Statement A brings in contemporary excerpts of people's struggles and advocacy, giving students a lived, human entry point into the idea of justice. Statement B adds the historical context of India's social milieu and its unequal power equations, so students understand why these struggles arose. Statement C anchors the discussion in the constitutional provisions on social justice, connecting classroom learning to the framework the nation has built for equity.

Why the other combinations fall short:

• A and B alone drop the constitutional grounding of C, leaving the discussion without its legal-rights anchor.

• B, C and D pull in corporal punishment, a coercive practice the Right to Education Act, 2009 (Section 17) prohibits outright — the opposite of building sensitivity.

• C and D again pair the constitutional angle with the banned punitive practice in D, while also dropping the narrative grounding of A and the historical grounding of B.

Together, therefore, A, B and C form the complete route to building this sensitivity in the classroom, while D's coercive method has no place in it.