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.

Brief overview of the Indian Education System and the Importance of Gurukuls

Education in India began as early as the Vedic Period. For many centuries, teacher was pivot of the Indian educational system.  Vedic Period Verse (c. 1500 – c. 500 B.C.E.) “Mata Pita Guru Devo Bhava” meaning parents and teacher are equal to god. Student life centered completely on their teacher. A relationship based on faith, love, devotion and respect existed. The teacher ardently wished that he must find in his lifetime a student who will surpass him. Such great values in the education system existed in our history. 

Medical students and practitioners still refer to the Vedic text on Aurveda “Susruta Smahita”. Sushruta (c. 7th or 6th century BCE) was a physician in ancient India known today as the “Father of Indian medicine” and “Father of Plastic Surgery” for inventing and developing surgical procedures.

The importance of Gurukul System:

The main focus of Gurukuls was on imparting learning to the students in a natural surrounding where the shisyas lived with each other with brotherhood, humanity, love, and discipline. The essential teachings were in subjects like language, science, mathematics through group discussions, self-learning etc. Not only this, but the focus was also given on arts, sports, crafts, singing that developed their intelligence and critical thinking. Activities such as yoga, meditation, mantra chanting etc generated positivity and peace of mind and made them fit. It was also mandatory to do daily chores on own with a motive to impart practical skills in them. All these helped in the personality development and increased their confidence, sense of discipline, intellect and mindfulness. Learning happened right under the sun in the cool shade of huge trees without any confinement. Students breathed fresh air and ate organic food. 

 During the period of Buddhism, the aims of education were similar to those of Vedic age. Instead of emphasizing spiritual elevation, the stress was laid on the development of personality which included physical, moral, mental and intellectual development; formation of moral character, which included among other things, right conduct, integrity, morality, piety, humility and good virtues.

Slowly times changed and so did our education system under Monarchy. The royal family had the highest privileges even in education. Other students made to do with available teachers. Education became a political weapon. The “Caste System” played a vital role in determining who would learn what and ensured that knowledge passed down to generations in order to safeguard the caste status. Poor students belonging to lower caste were set aside vehemently. As a rebellion against the caste system and the atrocities of the aristocracy, many visionaries and reformers, philosophers sprung in action against the social ruin. Teachers and knowledge seekers chose only one or two disciples who clearly had the markings of greatness. 

One such illustrious personality was “Chanakya” (350-275 BCE) who was an Indian political leader and philosopher, chief advisor and Prime Minister of the Indian Emperor Chandragupta, the first ruler of the Mauryan Empire. Chanakya single handedly trained Chandragupta, a poor village boy and helped him become the next king breaking the tradition of Nepotism. His teachings and discourse before and after the reign of Chandragupta became so famous that they still have tremendous influence on Indian education and utilized substantially throughout the world.

Another social reformer, educator, and the prophet of modern India was Swami Vivekananda (1863) whose influence on Indian education is notable. He defines education as:

 “The manifestation of perfection that is already in man”

According to him, education is a lifelong and continuous process; it should cover all aspects of life - physical, material, intellectual, emotional, moral, and spiritual. His attitude towards modernization is that the masses should be educated before anything else. He tried to make the people of India understand that political and social strength should have their foundations on cultural strength. He has a true vision of philosophy of education in India in its cultural context. Many of his principles were in accordance to John Dewey and Plato in terms of practical approach and experience.

British colonization had both good and bad effects of the education system. On one hand, they reduced the role of religion in education and marked the beginning of women empowerment. The traditional Gurukuls accepted only males but with the advent of English education, many of the rich among Indians began educating their daughters. Many leaders who pioneered modern India went to England to pursue their higher education including the Philosopher and Yogi Aurobindo Ghosh who laid the foundations to “Psychic Education” which centered the learner completely on the principles of ”Holistic Education”. His principles of education inculcated self-realization and Individuality.

Original educational concepts from the traditions of India, disappeared and the modern system of education brought to India in the year 1835 by Lord Macauley was all about rat race to be ahead of others. Now there is a total absence of personality development, creation of moral conscience and ethical training. One of the biggest flaws about this education is that it is more commercial in nature rather than an institutional concept that should impart holistic learning to the students. It devotes very less time for physical activity and the development of other skill sets that can assist a student to become a better human being.

As a result, many weak students suffered. Children with learning disabilities were diagnosed “unintelligent” by their teacher. Autistic children we deemed unsuitable to join regular school. This happened greatly due to ignorance and lack of training and awareness in the teaching force. The government recorded a rise in failing and death rates of students due to pressure.

 Dr. BR Ambedkar and Dr. APJ Abdul kalam were notable educators who aspired a transformed system with a vision and mission. They pioneered many projects to aid Indian education system including the upliftment of the Dalits by fighting against the caste system and formulating the reservation system for their benefit. This also led to the rise of alternate methods like inclusion of Montessori Education, Glen Doman flash card methods at elementary level and recognition of other international curriculums. Ideas from successful curriculums found its way into the Indian Curriculum. Differential, experimental and experiential learning systems were encouraged. Inclusive education was encouraged. The principles of many international education reformers found its way in to influence our system. A global approach came in order and the results proved worthy of the transformation.

Do we need a Gurukul system back in India?

According to an article in Times of India by Nikhil Chandwani, Many people may consider the gurukul system to be quite unstructured and a bizarre concept. The thought of living with a teacher, absence of a curriculum or a set routine can make people wonder how exactly will a child learn anything? However, the modern-day educationalist has taken a backward look and realized that there are many teaching approaches from the Gurukul system that can be inculcated in the present-day educational system. Here is a list to it that will also help us realize why the gurukul system in important.

• Modern infrastructure – Robust learning of the students can only take place when focus on given on practical knowledge. But alas our present-day education just believes in bookish knowledge and cramming which is not sufficient. The Gurukul system focussed on applied knowledge that prepared the students in all fields of life. In present times it can be done by creating a perfect combination of academics and extracurricular activities along with teaching in the area of mindfulness and spiritual awareness to make the students better individuals.
• Holistic education – The present day education mainly focuses on a rank based system which is driven by animosity towards there peers. More fuel is added by the over-ambitious parents who judge the knowledge of students only by academic performance. The application of the Gurukul system instead can work on a value-based system where focus can be given on the uniqueness of child so that they can excel in their area of interest. This will also build a good character which is far away from fierce competition and increased stress levels that usually leads to depression.
• The relation between teacher and student- The need of present times is to ensure that teachers and students share a friendly relation and respect. This is as when the children feel secure and have trust in the caregiver then they are most likely to emulate the same. This was present in the Gurukul system which can be inculcated today through use of activities, training workshops to bond with the students.

Self Reflection:

I still remember, as a student, I always used to be in trouble. I had very little attention span. I hated classrooms with benches and poor air system. I was an exceptional performer in sports and music. My teachers made my life a living hell. Social tradition required that I give more emphasis to studies. My interest lay elsewhere. Without any support and counselling, I found my school life slipping away without any achievements. I had to undergo many years of self-reflection in order to like the process of learning. It developed with maturity. According to me, the purpose of education should be to bring out the creativity in an individual and not creativity in terms of the society. It should harness the energy of a child and not mar its growth and development. Most importantly, the purpose of a good education should be to teach a learner the art of adaptability and transformation. I finish this article by quoting  John Dewey's words "Education is not the preparation of life; education is life itself".