Identifying Structural Changes from Within: Emancipatory Narratives Exploring Community Constraints to Women's Education and Empowerment in Rural India

Autor/in	Baily, Supriya
Titel	Identifying Structural Changes from Within: Emancipatory Narratives Exploring Community Constraints to Women's Education and Empowerment in Rural India
Quelle	In: Diaspora, Indigenous, and Minority Education, 9 (2015) 3, S.175-188 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1559-5692
DOI	10.1080/15595692.2015.1044085
Schlagwörter	Foreign Countries; Womens Education; Empowerment; Critical Theory; Interviews; Observation; Grounded Theory; Experience; Nonformal Education; Poverty; Political Influences; Deception; Access to Education; Qualitative Research; India + Suchen Sie Ihr Suchwort? Ausland; 'Women''s education'; Frauenbildung; Kritische Theorie; Interviewing; Interviewtechnik; Beobachtung; Erfahrung; Non-formal education; Non formal education; Nichtformale Bildung; Armut; Political influence; Politischer Einfluss; Täuschung; Education; Access; Bildung; Zugang; Bildungszugang; Qualitative Forschung; Indien
Abstract	Using a critical theory framework, the article explores emancipatory narratives obtained through a case study of women in rural India. In-depth interviews, focus group conversations, observations, and document analysis highlight the complexity of the subsequent set of challenges facing women as it relates to both the education and empowerment for women. Initial research questions addressed different dimensions of women's empowerment, but, through grounded theory, findings emerged that highlighted the constraints embedded in continuing education programs for women in these contexts. Providing evidence from the lived experiences of women who have been the recipients of an economic delivery program and nonformal education programs, themes highlight the role of politics, corruption, and poverty as larger systemic issues hindering women's access to education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01