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

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Domestic Violence

Malavika Karlekar The ever-present fact of violence, both over and covert physical and non-physical has an overwhelming influence on feminine identity formation. Using the life cycle approach this article argues that at every stage there is discrimination and violence, particularly against girl children and later women within the household, either natal or conjugal With age, problems are compounded with increased dependency, illness and fatigue. Despite the ubiquity of violence against women, both within the home and in public spaces, the celebration of individual experiences has led to the emergence of alternative discourses where the 'truth" and validity of established structures, norms and roles are called into question.

Feminification of Theory

Perspective', a paper read at the panel on 'Courtiers and Kings'. 49 Banarasidasa (1586-1641?). Ardhakathanaka. translated and annotated by Mukund Lath (Jaipur: Rajasthan Prakrit Bharati Sansthan,

Search for Women s Voices-Reflections on Fieldwork, 1968-93

Reflections on Fieldwork, 1968-93 Malavika Karlekar Reflecting on her experiences with fieldwork over the last 20-odd years, the author finds that her perceptions of women and of what is of concern to them have changed radically. She traces developments in social theory, especially the emergence of women's studies and post-modernism, over this period and links these to changes in her own orientation and work.

Kadambini and the Bhadralok-Early Debates over Women s Education in Bengal

Early Debates over Women's Education in Bengal Malavika Karlekar Debates over women's education in Bengal in the 1860s were broadly divided along the following lines: radical Brahmos felt that there was no justification for instituting a separate curriculum for girls or limiting the level to which girls should be educated; mainstream Brahmos and the more enlightened sections of the Hindus advocated a limited education for girls which would serve the major purpose of making women intelligent companions for the emergent bhadralok and better mothers for the next generation. The education of women, it was argued, involved a very different set of values from the rationale, for instance, behind agitating for home rule and, later, legislative representation. If women were excessively liberated there was no guarantee that they would either accept the moral straitjacket imposed on them or the sexual double standards allowed for men. These subconscious insecurities took a hysterical form occasionally as in the response to the educational and later professional successes of Kadambini, the first Indian woman doctor.

Educational Experience of Scheduled Castes and Tribes

Educational Experience of Scheduled Castes and Tribes Malavika Karlekar IT is flattering that even eight years after the publication of "Higher Education and the Scheduled Castes" I continue to be pilloried for my views. While some have branded me a reactionary, Krishna Kumar ("Educational Experience of Scheduled Castes and Tribes'', Economic and Political Weekly, September 3-10, 1983) finds my suggestion that all things being equal, the student who is from a Sans- kritised background should be given preference in access to a reserved seat, full of "facile candour". Is this a compliment or a loaded criticism? (The COD says that while facile means ready and fluent it can also be used in a derogatory fashion.) When, in his preceding arguments he has talked of the problems of retention of the SC/ ST students and later of the advantages of bourgeois values among a select group of the oppressed, one may, in all humility, hope that the point goes to honesty.
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