Author: Jyotsna Jha
Publisher: Routledge
ISBN: 0429647743
Category : Social Science
Languages : en
Pages : 295
Book Description
This is a book about understanding women’s empowerment and pathways as well as roadblocks to women’s economic empowerment in rural India, as understood through an evaluation-based research of a state-funded social sector programme located in the education department – Mahila Samakhya (MS) – in Bihar, one of the socially and educationally most underdeveloped Indian states. The book presents findings of the three-year research that adopted a mixed-methods approach and evaluated the impact of MS on various facets of empowerment of women coming from the most marginalized communities. The study, therefore, tries to go beyond evaluating the MS programme and uses the research findings and insights to raise certain critical issues pertaining to social policy planning and implementation, especially in the context of women’s education and empowerment. Please note: Taylor & Francis does not sell or distribute the Hardback in India, Pakistan, Nepal, Bhutan, Bangladesh and Sri Lanka
Women’s Education and Empowerment in Rural India
Author: Jyotsna Jha
Publisher: Routledge
ISBN: 0429647743
Category : Social Science
Languages : en
Pages : 295
Book Description
This is a book about understanding women’s empowerment and pathways as well as roadblocks to women’s economic empowerment in rural India, as understood through an evaluation-based research of a state-funded social sector programme located in the education department – Mahila Samakhya (MS) – in Bihar, one of the socially and educationally most underdeveloped Indian states. The book presents findings of the three-year research that adopted a mixed-methods approach and evaluated the impact of MS on various facets of empowerment of women coming from the most marginalized communities. The study, therefore, tries to go beyond evaluating the MS programme and uses the research findings and insights to raise certain critical issues pertaining to social policy planning and implementation, especially in the context of women’s education and empowerment. Please note: Taylor & Francis does not sell or distribute the Hardback in India, Pakistan, Nepal, Bhutan, Bangladesh and Sri Lanka
Publisher: Routledge
ISBN: 0429647743
Category : Social Science
Languages : en
Pages : 295
Book Description
This is a book about understanding women’s empowerment and pathways as well as roadblocks to women’s economic empowerment in rural India, as understood through an evaluation-based research of a state-funded social sector programme located in the education department – Mahila Samakhya (MS) – in Bihar, one of the socially and educationally most underdeveloped Indian states. The book presents findings of the three-year research that adopted a mixed-methods approach and evaluated the impact of MS on various facets of empowerment of women coming from the most marginalized communities. The study, therefore, tries to go beyond evaluating the MS programme and uses the research findings and insights to raise certain critical issues pertaining to social policy planning and implementation, especially in the context of women’s education and empowerment. Please note: Taylor & Francis does not sell or distribute the Hardback in India, Pakistan, Nepal, Bhutan, Bangladesh and Sri Lanka
Educational Needs of Rural Women and Girls
Author: United States. National Advisory Council on Women's Educational Programs
Publisher:
ISBN:
Category : Education, Rural
Languages : en
Pages : 76
Book Description
Publisher:
ISBN:
Category : Education, Rural
Languages : en
Pages : 76
Book Description
Rural Women and Education
The Practical Education of Women for Rural Life
Rural Women and Education
Rural Women and Education
Author: J. N. Mishra
Publisher:
ISBN: 9789380014777
Category : Education, Rural
Languages : en
Pages : 296
Book Description
Publisher:
ISBN: 9789380014777
Category : Education, Rural
Languages : en
Pages : 296
Book Description
Country Schoolwomen
Author: Kathleen Weiler
Publisher: Stanford University Press
ISBN: 9780804730044
Category : Education
Languages : en
Pages : 372
Book Description
Focusing on the lives and work of women teachers in two rural California counties from 1850 to 1950, Country Schoolwomen explores the social context of teaching, seeking to understand what teaching meant to women teachers, what it provided them, and how it shaped their categories of experience. The women we meet in this study taught in isolated one- and two-room schoolhouses and in the migrant schools of the Depression years; many of them witnessed the profound upheavals brought about by the two world wars. Through the lens of their lives, the author examines the growth of state control over schools, the irrevocable impact of powerful economic and political changes on small-town life, and the patterns of racism that have divided California from the time of the earliest European settlement. This study challenges a number of assumptions about the lives and work of women teachers. It is often assumed, for example, that the work of women in schools has always been controlled by men--that education has, with rare exceptions, remained a patriarchal space in which women care for children in classrooms while men hold positions of authority, define issues, and set policy. Country Schoolwomen introduces us to a network of women educators who occupied positions of power at the state level, who supported one another, and who defined an alternative, far more positive image of the woman teacher. The work of these women put forth a vision of classroom teaching as a serious and stimulating profession. And for many of the women in this study, teaching clearly did provide material resources and intellectual satisfaction. The historical record thus suggests that rather than signaling their subjugation, teaching has afforded women a potential source of power; it has offered them respect, autonomy, and financial independence. But women have had to struggle--not always successfully--to claim this potential, which male educators have often sought to deny or disregard. In addition, both university experts and local communities have persisted in viewing classroom teaching as "women's work" and have consequently been slow to acknowledge competing perspectives on the profession. This study ultimately reveals, then, not a homogeneous tradition but a dense ideological landscape, one in which representations of "the woman teacher" were often caught among contradictory and contested visions.
Publisher: Stanford University Press
ISBN: 9780804730044
Category : Education
Languages : en
Pages : 372
Book Description
Focusing on the lives and work of women teachers in two rural California counties from 1850 to 1950, Country Schoolwomen explores the social context of teaching, seeking to understand what teaching meant to women teachers, what it provided them, and how it shaped their categories of experience. The women we meet in this study taught in isolated one- and two-room schoolhouses and in the migrant schools of the Depression years; many of them witnessed the profound upheavals brought about by the two world wars. Through the lens of their lives, the author examines the growth of state control over schools, the irrevocable impact of powerful economic and political changes on small-town life, and the patterns of racism that have divided California from the time of the earliest European settlement. This study challenges a number of assumptions about the lives and work of women teachers. It is often assumed, for example, that the work of women in schools has always been controlled by men--that education has, with rare exceptions, remained a patriarchal space in which women care for children in classrooms while men hold positions of authority, define issues, and set policy. Country Schoolwomen introduces us to a network of women educators who occupied positions of power at the state level, who supported one another, and who defined an alternative, far more positive image of the woman teacher. The work of these women put forth a vision of classroom teaching as a serious and stimulating profession. And for many of the women in this study, teaching clearly did provide material resources and intellectual satisfaction. The historical record thus suggests that rather than signaling their subjugation, teaching has afforded women a potential source of power; it has offered them respect, autonomy, and financial independence. But women have had to struggle--not always successfully--to claim this potential, which male educators have often sought to deny or disregard. In addition, both university experts and local communities have persisted in viewing classroom teaching as "women's work" and have consequently been slow to acknowledge competing perspectives on the profession. This study ultimately reveals, then, not a homogeneous tradition but a dense ideological landscape, one in which representations of "the woman teacher" were often caught among contradictory and contested visions.
Rural Women And Education
Author: B. N. Singh
Publisher:
ISBN: 9788189652722
Category : Rural women
Languages : en
Pages : 286
Book Description
Publisher:
ISBN: 9788189652722
Category : Rural women
Languages : en
Pages : 286
Book Description
Development of Rural Women Through Education and Empowerment
Author: A. K. Singh (Assistant professor of sociology)
Publisher:
ISBN: 9789350847312
Category : Rural women
Languages : en
Pages : 272
Book Description
Publisher:
ISBN: 9789350847312
Category : Rural women
Languages : en
Pages : 272
Book Description
Education for Development and the Rural Woman: A review of theory and principles with emphasis on Kenya and the Philippines
Author: Noreen Clark
Publisher:
ISBN:
Category : Adult education of women
Languages : en
Pages : 84
Book Description
Monograph on nonformal education for rural women in developing countries, with partic. Reference to Kenya and the Philippines - reviews current theories and recommends that rural development policies should aim to integrate women into community development, that learners should determine their own priorities (literacy, farming skills, nutrition, etc.), advocates an active learning approach, and discusses issues of evaluation. Bibliography pp. 53 to 59.
Publisher:
ISBN:
Category : Adult education of women
Languages : en
Pages : 84
Book Description
Monograph on nonformal education for rural women in developing countries, with partic. Reference to Kenya and the Philippines - reviews current theories and recommends that rural development policies should aim to integrate women into community development, that learners should determine their own priorities (literacy, farming skills, nutrition, etc.), advocates an active learning approach, and discusses issues of evaluation. Bibliography pp. 53 to 59.