Abstract:In some of the earliest and most influential writing on cities, the village and the city, or the 'rural' and the 'urban', have been understood as being on the two ends of the historical continuum (see, for instance, Wirth 1964). 1 Mainstream Western theorizations on modernity and development have since then perpetuated the rather simplistic notion that what is urban is modern and what is rural is traditional (Robinson 2006). This is premised on the argument that cities represent an advance on life, a certain p… Show more
“…Most of them belonged to an urban village in the vicinity of the school and which was dominated by Jats. 1 In her study on gender politics among the Jat community of an urban village in south Delhi, Govinda (2013) states that patriarchal codes of mobility that are governed by the notions of honour and sexuality still exist among its residents. In the transformation from rural to urban, village residents often dwell between modern and traditional identities.…”
Section: Gendered Schooling and Schooling Of Gender: Understanding Somentioning
confidence: 99%
“…Government policy on form of schooling has gone through different phases. During the initial post-independence years, the government commissions (Government of India, 1966, 1953) conveyed their apprehension regarding co-education. However, challenging such apprehensions, in ‘Towards Equality: Report on the Status of Women in India’ (1974), Indian feminists strongly recommended the adoption of co-education as a long-term policy in the interests of ‘efficiency, economy [and] equal opportunity’ (Iyer, 2015).…”
Different forms of schooling, single sex or co-educational, have been discussed in educational academia from the perspective of their impact on gender equality. The debate revolves around the question: which form of schooling (single or co-educational) will be effective in combating prevalent gender stereotypes? With the contradictory evidence, this discussion remains inconclusive. With the help of inferences from evidence both factual and anecdotal, the paper attempts to delineate the need to consider socio-cultural dimensions for developing a deeper understanding of gender dynamics in schools. Understanding the role of the social context called for a comparative analysis of two co-educational schools from different socio-cultural contexts: a rural government school in a state characterised by traditional gender norms and an elite private school in a metropolitan city. By drawing linkages between socio-cultural aspects and schooling practices, it endeavours to analyse parental concerns, the role of the school as an agency, the interface of caste, culture and tradition and their impact on peer behaviour in both the schools. The study has led to the conclusion that a combination of factors retards or promotes the accomplishment of education policies in individual schools.
“…Most of them belonged to an urban village in the vicinity of the school and which was dominated by Jats. 1 In her study on gender politics among the Jat community of an urban village in south Delhi, Govinda (2013) states that patriarchal codes of mobility that are governed by the notions of honour and sexuality still exist among its residents. In the transformation from rural to urban, village residents often dwell between modern and traditional identities.…”
Section: Gendered Schooling and Schooling Of Gender: Understanding Somentioning
confidence: 99%
“…Government policy on form of schooling has gone through different phases. During the initial post-independence years, the government commissions (Government of India, 1966, 1953) conveyed their apprehension regarding co-education. However, challenging such apprehensions, in ‘Towards Equality: Report on the Status of Women in India’ (1974), Indian feminists strongly recommended the adoption of co-education as a long-term policy in the interests of ‘efficiency, economy [and] equal opportunity’ (Iyer, 2015).…”
Different forms of schooling, single sex or co-educational, have been discussed in educational academia from the perspective of their impact on gender equality. The debate revolves around the question: which form of schooling (single or co-educational) will be effective in combating prevalent gender stereotypes? With the contradictory evidence, this discussion remains inconclusive. With the help of inferences from evidence both factual and anecdotal, the paper attempts to delineate the need to consider socio-cultural dimensions for developing a deeper understanding of gender dynamics in schools. Understanding the role of the social context called for a comparative analysis of two co-educational schools from different socio-cultural contexts: a rural government school in a state characterised by traditional gender norms and an elite private school in a metropolitan city. By drawing linkages between socio-cultural aspects and schooling practices, it endeavours to analyse parental concerns, the role of the school as an agency, the interface of caste, culture and tradition and their impact on peer behaviour in both the schools. The study has led to the conclusion that a combination of factors retards or promotes the accomplishment of education policies in individual schools.
“…This is because of our contention that, although women's experiences and identities are more deeply associated with the home (Tognoli ) and women are more affected by their home environment (Churchman and Altman ), if we approach gender relationally, we expect that men are also affected by the move from squatter/slum to apartment housing. Drawing upon Connell's idea of “hegemonic masculinity” (), which is the culturally dominant and most visible one in a given setting and exists together with other forms of masculinity, often “subordinate” (Govinda ), we recognize different masculinities in different contexts. Hegemonic masculinity is defined as: (A) set of values, established by men in power that functions to include and exclude, and to organize society in gender unequal ways.…”
This article argues for the need to understand gendered dimensions of space in a contextualized way. It investigates residential space in three different types of housing settings of the poor, namely, a peripheral squatter neighborhood coded by rurality, a central slum neighborhood coded by criminality, and the housing estates in squatter/slum renewal projects coded by middle-class urbanity. Based on two field studies conducted in Ankara, Turkey's capital, it challenges the feminine-private versus masculine-public dichotomy: With women's presence inside the neighborhood, the squatter area was a "feminine space," whereas, with the violent control of neighborhood spaces by local men, the slum area was a "masculine space." Through its association with urban modernity, the public/private divide was enforced in the housing estates. While in the first housing estate, women's informal practices in its public spaces "feminized" and "ruralized" the estate, in the second housing estate, it made women feel safe inside apartments.
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