ISSN (Print) - 0012-9976 | ISSN (Online) - 2349-8846

Latika GuptaSubscribe to Latika Gupta

Ethos as a Gendering Device

Learning is a complex product of schooling, upbringing and ethos. This study examines, with a critical perspective, the crucial role played by the home-school overlap in the lives of Muslim girls. It describes and analyses the ethos surrounding their impoverished lives and education. A hermeneutic interpretation is offered for a stock phrase they frequently use to represent their lives and aspirations. This analysis takes us to deeper, hidden layers of the girls' own discourse. By focusing on the learner's perspective, the study captures a conceptual inadequacy of prevailing policies dealing with girls' education.

Language, Cinema and State: A Gender Perspective

This discussion builds on M K Raghavendra's (EPW, 6 March 2010) critique of the manner in which the hit Bollywood fi lm, 3 Idiots, trivialises higher education by looking at the fi lm from a gender perspective. In this movie, the idea of rape is exploited to create humour, yet it received overwhelming appreciation from all kinds of audience, including women.

What Is Missing in Girls' Empowerment?

Addressing gender disparity in education goes beyond increasing the presence of girls in school. It involves the removal of deep mental blocks that bind them to limited traditional roles. This article, while discussing the functioning of the Kasturba Gandhi Balika Vidyalaya highlights the problems impeding girls' overall development. If the KGBV is to be given a second chance for mainstreaming rural girls belonging to deprived social backgrounds, it needs to set right certain shortcomings.

Growing Up Hindu and Muslim: How Early Does It Happen?

This study, based on interactions with children in a school in Daryaganj, Delhi, reveals that children very early on show explicit identification and communicated prejudices towards the "other" religion practised in their neighbourhood. This has important implications for educational policy, curricular choices, pedagogy and teacher training. While the present curricular material does not acknowledge cultural identity in childhood, the new National Curriculum Framework suggests that schools engage with children's socialisation at home and in the neighbourhood.
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