The Sociological Bulletin最新文献

Marginality and Gender in Educational Institutions in Contemporary India 当代印度教育机构中的边缘化与性别

The Sociological Bulletin Pub Date : 2023-10-05 DOI: 10.1177/00380229231196444

Anurekha Chari Wagh, Aparna Rayaprol

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Book review: Vishwa Anand, Poverty & Rural Violence in Bihar: A Sociological Analysis 书评:Vishwa Anand，《贫穷》;比哈尔邦农村暴力:社会学分析

The Sociological Bulletin Pub Date : 2023-10-05 DOI: 10.1177/038022919848972

Manish Thakur

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Analysing the New Educational Policy in the Context of Higher Education: Where is Gender? 高等教育背景下的新教育政策分析:性别在哪里?

The Sociological Bulletin Pub Date : 2023-10-05 DOI: 10.1177/00380229231196459

Mary E. John

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Gender, Religion and Higher Education: Strategies of Muslim Women Students in India 性别、宗教与高等教育:印度穆斯林女学生的策略

The Sociological Bulletin Pub Date : 2023-10-05 DOI: 10.1177/00380229231196728

Ramshin Rahiman

{"title":"Gender, Religion and Higher Education: Strategies of Muslim Women Students in India","authors":"Ramshin Rahiman","doi":"10.1177/00380229231196728","DOIUrl":"https://doi.org/10.1177/00380229231196728","url":null,"abstract":"Social scientists critically examine the role of higher education in women’s empowerment. In the Indian context, gender, religion, caste, class and region are crucial in determining access to education. The gender gap has been a significant obstacle in India’s pursuit of educational goals. The status of Muslim women’s education has been a contested policy from state and community vantage. Prominent scholarly writings argue that Muslim women were even more isolated from the social and cultural changes than their men were and even more invisible in the public arena of society. Their condition is more pathetic in educational and cultural realms. The primary objective of this paper is to empirically outline the negotiation and strategies employed by Muslim women students in negotiating with their families, religion, communities and careers. The study followed qualitative methodology to understand Muslim women’s educational choices, the rationale behind their educational decisions, and their agency in negotiating with their families and the career prospects of young Muslim women. The current paper argues that there is a remarkable growth in the history of women’s education in India, especially after the 90s, which could not change the social structure and social status of women in society in general and Muslim women in particular. Still, the gender differences remained stable in the educational practices, in the families, and even in the equity-minded educational committees. According to various government reports and studies, despite the improvement in the educational enrolment rate of Muslims, the representations of the Muslim community in general and Muslim women, in particular, are minimal in higher education. More than looking at the representation of Muslim women in education institutions, the current paper will analyse the challenges and experiences of Muslim women to reach the secondary and higher secondary levels of education.","PeriodicalId":39369,"journal":{"name":"The Sociological Bulletin","volume":"73 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134948117","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

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Fostering Gender Just and Emancipatory Campuses in HEIs: Interrogating the Role of Gender Cells and ICs 高等学校培育性别公正与解放校园:性别细胞与性别融合的角色探究

The Sociological Bulletin Pub Date : 2023-10-05 DOI: 10.1177/00380229231196712

Leena Pujari

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Gender Sensitisation for School Teachers: Agents of Change in the Classroom 学校教师的性别敏感:课堂变革的推动者

The Sociological Bulletin Pub Date : 2023-10-05 DOI: 10.1177/00380229231196769

Aparna Rayaprol, Usha Raman, Salma A. Farooqui, Aishwarya Joshi

{"title":"Gender Sensitisation for School Teachers: Agents of Change in the Classroom","authors":"Aparna Rayaprol, Usha Raman, Salma A. Farooqui, Aishwarya Joshi","doi":"10.1177/00380229231196769","DOIUrl":"https://doi.org/10.1177/00380229231196769","url":null,"abstract":"This article focuses on the role that teachers play in the gender socialisation of children in schools and how a change in teachers through gender sensitisation training is imperative to bring about larger gender equality in society. Educational institutions are among the primary traditional agencies of socialisation. Teachers are important members of both the school and the community and play a major role in shaping the attitudes and ideologies of children—and through them, their parents. The school as an institution has been a major site where one learns to be patriarchal or show an attitude of male domination. Teachers have the advantage of being outside of the family and are often role models for children. As teachers themselves are the products of traditional gender stereotypes and hierarchies, they may form stereotypes that affect the ways in which children grow up. Girls and women may also hold gender stereotypes, so female teachers may not escape the danger of falling into such thinking. In doing so, they often do not realise what impact they can have on children. School teachers are the vehicles of change, and every generation has a different kind of bond with the teacher. The role of teachers in enabling change is immense and it is useful to take advantage of this situation to move ahead. Often, teachers are women—especially at the primary-school level—as teaching young children is considered an extension of childcare. Care occupations have been extremely gendered and underpaid and teaching school children is seen as an extension of care. This article draws from and reflects on the impact of teacher training workshops conducted among primary school teachers in a low-income area in Hyderabad. Many of the teachers and students in these schools are both socio-economically and culturally marginalised. This article thus focuses on bringing about transformation among marginalised communities.","PeriodicalId":39369,"journal":{"name":"The Sociological Bulletin","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135481792","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Eroding Inclusions and Expanding Exclusions: Education During Pandemics 包容的侵蚀和排斥的扩大:大流行时期的教育

The Sociological Bulletin Pub Date : 2023-10-05 DOI: 10.1177/00380229231196716

Bandana Purkayastha

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The State, Education and Inequality in Contemporary India: An Intersectional Exploration 当代印度的国家、教育和不平等:一个交叉的探索

The Sociological Bulletin Pub Date : 2023-10-05 DOI: 10.1177/00380229231196445

Meenakshi Thapan

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Towards Conceptualisation of Safe, Inclusive and Accessible Classrooms 迈向安全、包容和无障碍教室的概念

The Sociological Bulletin Pub Date : 2023-10-05 DOI: 10.1177/00380229231196761

Anurekha Chari Wagh

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The Gender Studies Classroom: Its Promise and Discontents 性别研究课堂:它的希望与不满

The Sociological Bulletin Pub Date : 2023-10-05 DOI: 10.1177/00380229231196755

Deepa Sreenivas

{"title":"The Gender Studies Classroom: Its Promise and Discontents","authors":"Deepa Sreenivas","doi":"10.1177/00380229231196755","DOIUrl":"https://doi.org/10.1177/00380229231196755","url":null,"abstract":"This paper explores a unique set of existential and ideological difficulties associated with teaching ‘gender’ in a women’s studies department while drawing on the pedagogic experiences of academics and colleagues teaching gender/feminism in more mainstream departments like sociology. It looks at the gender studies classroom as a transformative space where entrenched systems of beliefs, institutional arrangements and gendered relationships can be contested and rendered unstable. Simultaneously, it remains a space fraught with conflicts, confrontations and vulnerabilities for students and teachers alike. While ‘gender’ as a relational category marks a shift from ‘woman’ as a biological/essentialist/reductionist concept, I argue that the transition from women’s studies to gender studies has not been adequately grappled with. Woman/gender is caught between contending and contingent forces—the legacy of the autonomous women’s movement with its activist thrust, the NGOised/empowerment discourse with a top-down, instrumentalised approach to ‘gender’, and the heterogeneous aspirations and politics of gender transgressive and socially marginalised student constituencies. The gender studies teacher must navigate these complexities which on occasion confront and trouble her/their own gendered sense of self and precarities.","PeriodicalId":39369,"journal":{"name":"The Sociological Bulletin","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135482465","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0