Decolonizing Life Skills Education for Girls in Brahmanical India: A Dalitbahujan Perspective

Autor/inn/en	Arur, Aditi; DeJaeghere, Joan
Titel	Decolonizing Life Skills Education for Girls in Brahmanical India: A Dalitbahujan Perspective
Quelle	In: Gender and Education, 31 (2019) 4, S.490-507 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0954-0253
DOI	10.1080/09540253.2019.1594707
Schlagwörter	Females; Social Class; Foreign Countries; Womens Education; Feminism; Criticism; Gender Bias; Gender Differences; Program Descriptions; Daily Living Skills; Power Structure; Human Body; Integrity; Individual Development; Longitudinal Studies; Epistemology; Goal Orientation; Marriage; Educational Attainment; India + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Social classes; Soziale Klasse; Ausland; 'Women''s education'; Frauenbildung; Feminismus; Kritik; Geschlechterstereotyp; Geschlechterkonflikt; Alltagsfertigkeit; Menschlicher Körper; Integrität; Individuelle Entwicklung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Erkenntnistheorie; Zielorientierung; Zielvorstellung; Ehe; Bildungsabschluss; Bildungsgut; Indien
Abstract	Life skills have become the foci of many girls' education initiatives because they are assumed to empower girls to negotiate oppressive gender norms constraining their lives. Often these programmes give a singular attention to gender norms, despite other interlocking oppressive structures and norms. Although postcolonial feminist perspectives in education have often stressed on intersectional analyses, little attention has been given to caste in such scholarship in India. In this paper, we draw on data from a three-year qualitative study of a girls' life skills programme in Rajasthan, India, employing a postcolonial feminist framework. We engage with Dalitbahujan feminist perspectives in education (Paik, S. 2014. "Dalit Women's Education in Modern India: Double Discrimination." London: Routledge.) to decolonize our frameworks and illustrate how the life skills programme produced contradictory outcomes to address gender oppression, such as ensuring girls' bodily integrity, while re-inscribing caste norms. This intersectional analysis of caste, gender, and modernity expands on a postcolonial feminist critique of life skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01