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

Female EducationSubscribe to Female Education

Female Education

Article 26 of the Universal Declaration of Human Rights is perceived as an important tool for women’s empowerment through which women can break different sociocultural barriers. But a qualitative study conducted among 45 married urban women in Delhi and Yamuna Nagar district of Haryana explains how education is used to maintain the existing gender hierarchies and gender division of labour. It highlights that reproduction and transformation of social structures are evident in a novel manner where ideas of women’s emancipation and subordination coexist.

Women's Education in Western Ghats Regions of Karnataka

Women's education in the Western Ghats region in Karnataka has a long history. The region has seen several efforts in this direction by the local rulers as far back as 1854 and later the state governments. While Wood's Despatch of 1854 brought many reforms in education in India this was followed by various commissions and committees which gave a fillip to women's education. After 1956 and up to 1976 these initiatives were part of development programmes implemented with the active participation of NGOs to empower women, especially tribal women. After 1976 mass literacy campaigns, environmental and women's movements have contributed extensively to the progress of women's education. This region of Karnataka has also seen considerable private investment in women's education.

Literacy, Power and Feminism

The politics of literacy and education has thus far remained a marginal concern for the women's movement in India with little effort made to address power issues that form part of the education process. Concerns over ensuring quality in education that are limited to skill improvement and enhancing the learning environment all too easily overlook that educational arenas create boundaries that limit possibilities and reinforce stereotypes, especially long-standing patriarchal constructs. This paper describes three diverse teaching/learning environments that formed part of a women's empowerment programme in a UP district in a bid to examine the way power relations reproduce and transform themselves in literacy programmes, which consciously attempt an empowering and participatory pedagogy.

Gender and Curriculum

Despite its reiterations on equality, fundamental rights and quality education for all, the emphasis of the National Curriculum Framework on Indian tradition and the collapsing of value education and religious education puts on hold the possibility of education emerging as an enabling tool for women's empowerment. The article revisits, briefly, the vision and policy framework of the New Education Policy of 1986 with regard to women's education, analysing the effect of progressive policy rhetoric on the actual writing of school textbooks, particularly those relating to language teaching.

Pre-adolescent Girls in Municipal Schools in Mumbai

Pre-adolescent girls are seldom the focus of policies or research. Yet this is the stage when the girls' concepts of womanhood begin to get constructed and they begin to be treated as women-in-the-making. The study which forms the basis of this note was concerned with pre-adolescent girls in municipal schools in Mumbai.
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