A Tangled Weave: Tracing Outcomes of Education in Rural Women's Lives in North India

Autor/inn/en	Ghose, Malini; Mullick, Disha
Titel	A Tangled Weave: Tracing Outcomes of Education in Rural Women's Lives in North India
Quelle	In: International Review of Education, 61 (2015) 3, S.343-364 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-8566
DOI	10.1007/s11159-014-9449-6
Schlagwörter	Outcomes of Education; Rural Population; Females; Womens Education; Empowerment; Program Effectiveness; Literacy; Feminism; Educational Experience; Power Structure; Longitudinal Studies; Adult Students; Foreign Countries; India + Suchen Sie Ihr Suchwort? Lernleistung; Schulerfolg; Landbevölkerung; Weibliches Geschlecht; 'Women''s education'; Frauenbildung; Alphabetisierung; Schreib- und Lesefähigkeit; Feminismus; Bildungserfahrung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Ausland; Indien
Abstract	This paper is based on the findings of a research study which traced 56 rural women learners 15 years after they had participated in an empowerment and education programme in North India. It attempts to understand, from the perspectives of women from marginalised communities, the ways in which participating in the programme had been empowering for them, or not. While most of the women were indeed able to transform several areas in their lives, this study illustrates that empowering outcomes cannot be assumed or articulated in categorical terms and that bringing about change requires the negotiation of power at various levels. The women's narratives stand in contrast to the prevalent discourses around women's literacy and empowerment, which highlight the importance of literacy only in terms of its positive impact on attaining development goals. Despite the vigorously discussed de-politicisation of the concept of empowerment, the authors show in this paper that empowerment, when informed by a critical feminist understanding, continues to provide a useful framework to analyse women's experiences related to education, as a process enabling women to understand and negotiate structures of power--which are neither static nor wholly dominating--and to find spaces to exercise agency. There are few longitudinal studies which trace the long-term impact of educational programmes on adult women, and most studies are in the nature of impact assessments of programmes. Through this paper the authors argue for the need to analyse the complexities around the relationship between women's education and empowerment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01