Gender Inequality and Feminist Theory

In many educational institutions across the globe, gender inequality is an underlying issue. Girls have been discriminated against in terms of various aspects as compared to their male counterparts. The primary aspect, in terms of gender inequality, which has been experienced as a recurring issue, is in participation. The students are required to participate in number of areas in educational institutions according to the prescribed curriculum. It has been observed especially in India that girls were provided with less participation opportunities as compared to their male counterparts and hence, it led to prevalence of gender inequality. In rural communities, this problem has been more severe as compared to urban communities. 

Gender inequality in education is regarded as the major impediment within the course of overall progression of the system of education. Therefore, it is vital to formulate measures and programs that are focused upon making provision of equal rights and opportunities to girls, not only within the course of acquisition of education, but also in the implementation of other job duties. The parents at home and teachers in school need to provide equal participation opportunities to girls. The main areas that have been taken into account are, factors causing gender inequality in education, factors influencing educational attainment, and programs promoting women’s education.(Researchgate, 2019)

Feminist theory aims to understand the mechanisms and roots of gender inequality in education, as well as their societal repercussions. Like many other institutions of society, educational systems are characterized by unequal treatment and opportunity for women. Almost two-thirds of the world’s 862 million illiterate people are women, and the illiteracy rate among women is expected to increase in many regions, especially in several African and Asian countries (UNESCO 2005; World Bank 2007).

Gender Inequality in education is a persistent problem within the Indian society, especially for the girls, belonging to economically weaker sections of the society. In rural communities, there has been prevalence of the viewpoint among individuals that girls are meant to carry out the household chores and school education is not meant for them. They eventually get married and in their marital homes, they would not have any opportunities to make use of their educational skills, but carry out the household responsibilities. However, these perspectives are changing and girls too are encouraged to get an education. (Researchgate, 2019)

My college life offered many unforgettable experiences. My closest friend was the college topper. She had great aspirations and dreams. The moment she graduated, she was married off to a businessperson. When I raised my objections in her favor, she calmly indicated that she was very much grateful to her parents for allowing her to at least graduate. Her situation was in fact far superior to her cousins who were married off the moment they turned 18 and some before that. Today, the same girl is a woman, whose major role is to cook three meals a day, take care of her large family and follow traditions. She hardly has time for her own parents and friends. When I enquired after her wellbeing, she replied, “All I do is make 50 rotis a day and cook dal. Cleaning, dusting and furniture arrangement is where I experience some creativity, I am exhausted”.

My philosophy of Integral education is formed with the subtle purpose of uplifting the humanity by holistic education and considers “Gender inequality” as a detrimental issue. Being from India, where most social evils are directed towards women, I find “Feminist Theory” aligning with my philosophy of education. If women are constantly deprived of education, how can education become Holistic?

Another friend whose family was impoverished had to give up her education in order for her brothers to receive it in her stead. She was a better student but none of the brothers showed sympathy towards her condition not objected.

My own mother was a victim of this gender bias. She and her sister were far more qualified to study in English medium but my grandfather decided to place only his sons in such a school due to the fees being higher. His decision was an influence of the social conditioning where girls have to be married as soon as possible. My father was a liberal man and offered assistance and support at length to her education and helped her to graduate. My mother opted for English as the medium of instruction in college but the damage had been done by the lack of English language in school life. It was a struggle for her to have to suddenly migrate from mother tongue to an English medium of instruction. My mother and her sister have shown exceptional progress in their education than her brothers and trained themselves vigorously, and graduated. If my grandfather would have recognized this potential, their progress could have been phenomenal but he only dismissed them as girls who are fit to be married off and raise a family.

There are many other parts of a school life where the whole curriculum is ignorantly designed to perpetuate Gender bias. For instance, the school curriculum might have a field trip in peak summer. The boys would happily wear shorts but the girls will be heavily clothed as per Indian norms of school uniform. Many girls would consciously miss the field trip.

UNESCO’s educational aims are to:

·         Support the achievement of Education for All (EFA);

·         Provide global and regional leadership in education;

·         Strengthen education systems worldwide from early childhood to the adult years; and

·         Respond to contemporary global challenges through education.( UNESCO education strategy 2014-2021)

As an advocate of Holistic education, I find myself observing the disparity between the reality of education in India and the global purpose of education. Progress and development is happening no doubt but it is at a snail’s pace not equal to the transitioning times. We need 21^st century skills and reforms to fight the social evils that have seeped in our classrooms and corridors. As teachers, educators, counselors and administrators, I implore you all to join hands, fight for all the women out there and contribute in your own way to end this gender bias. Let there be no more of degrading incidents, experience and loss of opportunity for us and for our sisters.

Meera's Destiny

                                   

Nine-year-old Radha belonging to a remote village in India was the eldest of two brothers and three sisters. They all lived in a joint family. Radha’s father was an uneducated farmer. Radha’s mother worked in the village factory to support her family. Radha’s grandparents were very old. Her brothers attended the school, located in the adjacent village. Radha did not go to school. In another few years, she will be married. Her mother wanted Radha to learn cooking and become an expert in household management. Radha helped around the house and took care of her younger sisters and grandparents.

Radha was used to seeing strange people from the city come to her village from time to time. When that happened, Radha’s mother had to take leave from the factory and take the children to a camp. Radha was adept at hiding in the bushes with her friends to avoid visiting the camp. One day while Radha was milking the cow someone called out to her. There was a strict looking women standing outside her hut. The women asked, “What is your name? Why are you not in school?” Radha, trembling with fear, replied that since the school was in another village she could not travel that far. Very soon, Radha and her sisters started going to school. Children did not have to walk two kilometres to attend school in the next village anymore. Now Radha’s village had a new school. All her friends became her classmates. Her parents could now save some money as this school provided free education. It also provided free lunch and Radha and her siblings never went hungry again. They loved going to school.

Radha’s sister “Meera” was very good in studies. The teachers always praised her. One day, their uncle who was a widower in the city offered to further Meera’s education. Now Meera went to a government school in the city. Radha and her mother were against sending Meera to the big city but their father let her go. Meera felt fortunate but also intimidated by the city life and her rich fellow students. She had to suffer snide remarks on her lack of knowledge in English, personal appearance and practices. Even the teachers had favorites. They mostly liked students belonging to rich families. Overwhelmed by the new experiences, Meera started performing poorly. She felt alone and stranded. Owing to her poor marks, Meera received an appointment to visit the school guidance counselor. She poured out her worries and insecurities to the kind woman. Her section was changed and now she was in a class where she had some girls hailing from villages. Surprisingly, these girls were friends with the elite. Slowly Meera learnt to mingle with everyone. Her grades and lifestyle improved. She marveled at the amount of information and knowledge that was at her disposal. She enjoyed her education. As time went by, she got the news that her sister Radha was getting married. Meera attended the wedding and her father proudly showed her off to everyone. She was the first girl in her village to get a city education.

When Meera attained puberty, it was another setback. Her kind neighbor, who was also a nurse, was very helpful. Meera had a new perception of the world around her. She became aloof. She felt shy of the boys in her class. She did not know how to embrace this change. Her uncle was of no help and she found it difficult to continue to live with him in his small house. Sometimes, she felt her uncle behave strangely around her and felt scared. The nurse advised her against living alone with her uncle anymore. Soon Meera visited her village and informed her family that she had attained puberty. To her astonishment and embarrassment, they celebrated this occasion and called all the villagers to a small get-together. They performed a ceremony for her and her marriage was set to happen in another few years. They tried to force her into quitting her education and stay back in the village. Her uncle intervened and pacified the family and Meera continued her education. Her city friends became the strongest source of support.

With her getting older, Meera experienced a sudden interest in the opposite sex. On receiving encouragement from her friends, she openly displayed such feelings. She spent hours in front of the mirror and took special care in her appearance. She loved to watch romantic movies and dreamed of marrying someone who was like her favorite hero. She liked it when boys noticed her. One day Meera got the news of her father passing away. Meera did not know what would happen to her and her family now. Her uncle consoled her and promised to help her family as much as he can. Meera found solace in pouring out her heart to a boy she liked in the school.

One day after school, Meera was caught by a teacher talking to the same boy in a lonely corridor, she was oblivious of what was about to come. The teacher told the boy to leave. Meera received endless shouting, and her character was in question. Her uncle had to come up to the school and speak on her behalf. Her school, which offered guidance from a counselor for poor performance, failed to offer her the much-needed guidance when it came to the matters of age. The boy’s version was accepted without question and he walked out of this incident untainted. Meera experienced endless humiliation at home and at school. Her teachers completely avoided her. Some male teachers even passed raunchy remarks at her. Meera’s encouraging friends distanced themselves from her as the news had reached their families. Meera struggled to finish her education and passed out with minimum marks.

She went to her village and lived with her family for a while. She slowly expressed a wish to graduate. Her family wanted her married. Her elder sister Radha was already a mother of twins. Meera threatened her family with hunger and suicide. This fight went on for days with visits to the hospital and intervention from the village elders. Meera’s mother could not understand how Meera can be so selfish. With the passing of time, Meera’s 45-year-old uncle offered to marry her and informed that, this was his intention all along. He also pressurized the family by quoting the degrading incident that happened at school. He offered Meera a chance to enter college after marriage and promised to continue to assist her family in the village. He also offered to take the responsibility of getting the youngest sister married. To save her education, Meera reluctantly agreed.

Today Meera is a single mother and has two children. She teaches in the village school and supports her family. She never graduated. Her mother and brothers take care of the farm. Radha died in childbirth. She left behind four children. They live with their aunt Meera and grandmother. Radha’s husband remarried and has a new family of his own. All the children study at the free village school. Radha’s youngest sister Pushpa, studies in the city after having received a scholarship. Her aim is to be single and work for the upliftment of women in her village.