Cartographies of Empowerment: The Mahila Samakhya Story by Vimala Ramachandran

Author:Vimala Ramachandran [Ramachandran, Vimala]
Language: eng
Format: epub
Publisher: Zubaan
Published: 2015-03-09T00:00:00+00:00

1.

See www.education.nic.in/ms for further details.

2.

Ghose (2002) ‘Literacy, Power and Feminism’, Economic and Political Weekly, Vol 37 (17): pp. 1615–1620.

3.

In the post-independence decades from the 50s to the 70s, adult education was delivered through various pilot projects. The National Adult Education Programme sought to provide literacy and numeracy skills to the disadvantaged as a means of ensuring that they participated in the process of development. There was a view, that continues to hold sway even today, that combining literacy with income generation activities like stitching, jam making, etc., would help reach women who were seen to be lacking in motivation to read and write. (Patel 2001)

4.

Ramachandran (1998) ‘The Indian Experience’ in V. Ramachandran, ed., Bridging the Gap Between Intention and Action, New Delhi: Asia Pacific Bureau of Adult Education UNESCO-PROAP.

5.

The Women’s Development Programme (WDP) of the Government of Rajasthan (Department of Rural Development and Panchayati Raj) was launched in mid 1984. The principal aim of WDP was to “empower through communication of information, education and training and to enable them to recognize and improve social and economic status”. For further details, see ‘Exploring Possibilities: a review of the Women’s Development Programme’, Institute of Development Studies, Jaipur, Dec. 1988, p. 7.

6.

Jain, et al. (1988) Exploring possibilities: A Review of the Women’s Development Programme Rajasthan, Institute of Development Studies, Jaipur.

7.

Sathin which in the Hindi language means a female friend, was the term used for the village level animator in the WDP programme. There were close to 300 sathins working in six districts at the end of the first five years of the programme.

8.

Shrivastava and Sharma (1991) Training Rural Women for Literacy. Jaipur: Institute of Development Studies.

9.

Sharma (2008) Plenary Speech, Feminism, Education and the Transformation of Knowledges: Processes and Institutions at National Conference of Indian Association of Women’s Studies, Lucknow 7–10 February 2008.

10.

This document states ‘that education will be used as a basic agent of change in the status of women’ … ‘the National Education System will play a positive interventionist role in the empowerment of women. ‘ Government of India, National Policy on Education, 1986, Plan of Action 1992 (Chapter XII, p. 105–107).

11.

Batliwala (1993) Empowerment for Women in South Asia: Concepts and Practices, ASPBAE.

12.

Jandhyala (2003) ‘Empowering Education: the Mahila Samakhya experience’, Background Paper prepared for Education for All Global Monitoring Report 2003/04, UNESCO.

13.

Shodini (1997) Touch Me, Touch-Me-Not: Women Healing and Herbs, New Delhi: Kali for Women.

14.

The National Literacy Mission (NLM) was set up in 1988 to impart a new sense of urgency to adult education. In 1990, NLM adopted the Total Literacy Campaigns as the main strategy address the problem of illiteracy in the country.

15.

The volunteer based Total Literacy Campaign (TLC) introduced in 1988 marked a significant break with the earlier centre-based programme. However, the linear three-phase strategy—Total Literacy Campaign, Post-literacy and Continuing Education (CE)—did not work, especially the transition from the campaign to the institutionalised CE phase. (Patel, 2009; Daswani, 2002).

16.

Friere (1970) Pedagogy of the Oppressed, London: Continuum International Publishing Group Ltd.

17.

Mishra, L D (2000) ‘TLC—An unwritten chapter’, in C. J. Daswani and S.

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