Gender Inequalities in India: the Need for Education for Emancipation
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University of Wollongong Research Online University of Wollongong Thesis Collection 1954-2016 University of Wollongong Thesis Collections 2001 Gender inequalities in India: the need for education for emancipation Vinathe Sharma University of Wollongong Follow this and additional works at: https://ro.uow.edu.au/theses University of Wollongong Copyright Warning You may print or download ONE copy of this document for the purpose of your own research or study. The University does not authorise you to copy, communicate or otherwise make available electronically to any other person any copyright material contained on this site. You are reminded of the following: This work is copyright. Apart from any use permitted under the Copyright Act 1968, no part of this work may be reproduced by any process, nor may any other exclusive right be exercised, without the permission of the author. Copyright owners are entitled to take legal action against persons who infringe their copyright. 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For further information contact the UOW Library: [email protected] Gender Inequalities in India: The need for education for emancipation A thesis submitted in fulfilment of the requirements for the award of the degree Masters in Education (Honours) from UNIVERSITY OF WOLLONGONG % Vinatde Sdarma B.A., M.A. (Psychology), PGDip. in Environmental Planning Faculty of Education December 2001 Knowing ... If you can smile as a child does love as a mother does, If you can understand a tear feel a wrinkle, touch a thorn, If you can flow as a river stand like a mountain, If you can smell the earth drink the raindrop, reflect the sun, If you can walk with and live your moments together yes, I know you. If you know the brightness of a flower's color the wonder of a bloom, the rhythm of a tone the purpose of a bird’s song, If you know the fullness of your empty moments the space your weaknesses open, the richness in silence the vibrant stillness, If you know the sparkle in eyes the conversation a touch makes then, You know me. Sakhi 10. 11.2001 11 Certification I, Vinathe Suryanarayana Sharma, declare that this thesis, submitted in fulfilment of the requirements for the award of Masters in Education (Honours), in the Faculty of Education, University of Wollongong, is wholly my own work unless otherwise referenced or acknowledged. The document has not been submitted for qualifications at any other academic institution. Vinathe Sharma December 30, 2001 m Abstract Most women in India are restricted in their experiencing of the fundamental rights of a human life. Some of these are right to birth and life, right to health, education, self-respect, dignity and identity, right to fear-free and taboo-free marital life, decision-making and participation in social, civil and political activities. In other words, they are forced to live as second-class citizens in a modem democratic society characterised by inequalities. Their personal and social space is curtailed in a patriarchal set up diminishing their individuality and capabilities for becoming fully contributing and participating citizens. This study explores the lives of Indian women and their opportunities for accessing education with its relevance to enhance their capabilities to become full citizens in a democracy. It exposes the realities of their lives by exploring a lived experience through an autoethnographic approach. It challenges the essence and utility of the present day education system, which perpetuates the divisions and inequalities that exist. This research will employ autoethnographic methodology including dialogues and narrative presented within a specific socio-cultural context. The thesis recognises the strength of the human capabilities approach and recommends the advocacy and contribution of citizenship education to that approach. This has the potential to enable both women and men to become informed citizens. It argues that an educational process that empowers all people can bring critical emancipatory awareness to girls and women ensuring equity, self-identity and a better quality of life. It highlights the need for girls and women to gain fuller equity and participation through education that incorporates life skills, personal development, awareness of human rights and that practises the* philosophy of value-based education. It suggests that formal and non-formal education should open up more space for these processes. Key words: Girls, women, rights, emancipation, participative citizenship, education, autoethnography, gender and development, capabilities IV *Acknowfedament My heartfelt thanks. To all the individuals involved in this research at various levels, for contributing differently, for encouraging, for stimulating, for facilitating, and for caring. I thank my family for helping me to enter this 'second innings' of academic studies. My second elder sister, who is acutely sensitive to my dreams, my visions and the realities, deserves special mention here. She does her best to fill the void left by my mother who continues to be my strength. As an international student I felt typically rootless in Australia. Many kind people extended warmth, comfort, care and concern. I am indeed grateful to all of them - Joan, Lakshmi and Dr.Sundaram, Lenore and Joe, Veena and Dr.Hariharan, and many others. Big thanks for your encouragement and support - Gayathri , Lakshmi, Meril, Prasanna, Ravi & Uma, Santosh, Sindhu, Vasu & Lakshmi, staff of ARALU organisation and lot more friends in India. Special thanks to K.T. Meril of ARALU organisation and Eric Brymer, a doctoral student of Education faculty, for permitting me to use photographs from their collection. Both kept in touch with my thesis. Meril is my well wisher. Eric has been a motivator and supporter; he read my thesis draft and came up with important observations. I sincerely and deeply thank a wonderful, humane individual - Dr.Christine Fox. I found her after almost two weeks of my search in two faculties for a right supervisor. Her able supervision and willingness to share my activist experiences and anxieties emerging from my Third World background are invaluable. While being responsive to my needs, she also helped me overcome my academic limitations. As a development activist I relate to her deep insights and sharp awareness. As a student I am greatly impressed by her superb scholarly support. I am grateful to you, Christine. I also thank Associate Professor Jan Wright and Dr.Pauline Lysaght „ for their kindness and cooperation. Pauline helped me at the research proposal writing stage. Jan read the first chapter of my thesis and suitably guided me at later stages of writing. Thanks to the Faculty of Education members, and to the University of Wollongong for having me as a student. I remain indebted to all those women who are subordinated through time and space for inspiring me to move on. This work belongs to us, the women. v TABLE OF CONTENTS Contents Page Poem: Knowing (V. Sharma) ii Certification Hi Abstract iv Acknowledgements v CHAPTER 1: Introduction Background to the study 1 The scenario of gender inequalities in India 4 Significance of the research 7 The role of education in India 7 Needfor a new perspective 9 Research problem 10 Research methodology H History, analysis and critique H How I started looking at women fs stories 13 Ethnography: my personal experience so far 15 Autoethnography as a methodological resource 17 Overview of chapters 22 Chapter 2: Literature Review 24 Introduction ^ Indian philosophy of education ^ India: Unity within diversity ^ Women’s position in India: an historical time line 31 Women and British Colonialism 37 Gender image in post-independence India ^0 Women and Indian literature: The image of women 41 Women and education in British Colonial India ^5 Women’s education during post-independent India 30 The current situation 32 Chapter 3: Women and education for development 55 Situating the self 55 Personal educational philosophy 55 The voices in my story: their positioning 69 Women and development in India 70 Gender question: global perspective 74 Summary 80 Chapter 4: Sakhi Katha (Sakhi's story) 83 Why do I tell my story as Sakhi 83 Elder sister, Elder sister 87 Younger sister, Younger sister 88 Prologue 89 Interleaves 1: My grandmother 91 Interleaves 2: My mother 95 Interleaves 3: Myself 99 Garathiya haadu 112 Epilogue 113 Chapter 5: Towards emancipatory education 114 Human capabilities approach 121 Human capabilities table 122 Conclusions 124 131 References 141 Appendices List of Tables Table 2.1 44 Table 5.1 122 vu CHAPTER 1 Introduction The cycle which includes our coming and going Has no discernible beginning nor end; Nobody has got this matter straight - Where we come from and where we go to. (Quatrain No. 10) - The Rubaiyat o f Omar Khayyam, Persian Sufi poet o f 14th century In a society in which the menfolk have no mercy, no religion, no sense of justice, no sense of good or bad, in which mere conventionality is considered the chief activity and the supreme religion, let no more women be born. - Ishwarchandra Vidyasagar (Bengali Social Reformer, 1820-91) Women are half the world's population, yet they do two thirds of the world's work, earn one-tenth of the world's income, and own less than one-hundredth of thè world's property.