MODULE ONE

GENDER ISSUES : KEY CONCEPTS

1.1Concepts and terms related to Gender

SEX
• Biological characteristics with which one is born that determines
whether one is male or female
• Physical differentiation between biological male and female
• Sex refers to anatomical and physiological differences in male and
female.

GENDER
• Refers to psychological,social and cultural differences between males
and females
• Socially determined ideas and practices of what of it is to be female and
male
• Sum total of socially constructed roles, behaviours,activities,and
attributes that are appropriate for men and women charted out by the
society
• Gender is acquired identity
• Attributes are learned behaviours,context/time specific,and changeable
and vary across cultures

TRANSGENDER
• People who ‘do not conform to prevailing expectations about gender’
by presenting and living genders that were not assigned to them at birth
• Supreme court recognizes as a third gender
• Beyond gender
• Inclues-gay men,lesbians,bisexuals and cross-dressers
‘Queer’ term used.
SEXUALITY
• Sexuality is a central aspect of being human throughout life and
encompasses sex,gender identities and roles,sexual orientation,
eroticism,pleasure,intimacy and reproduction
• Experienced and expressed in thoughts,
fantasies,desires,beliefs,attitudes, values, behaviours,practices,roles and
relationship
• Sexuality includes all the feelings,thoughts, and behaviours of being
female or male,being attractive and being in love ,as well as being in
relationship that includes sexual intimacy and physical sexual activity

FORMS OF SEXUALITY
• Most people are heterosexual-look to the opposite for emotional
involvement and sexual pleasure
• Numerous other sexual orientations
• Straight women/men-exclusively attracted to opposite sex
• Lesbian-female homosexual person
• Gay –homosexual man

• Bisexual man/women show sexual attraction toward both males and

females
• Transvestite man-derives pleasure from dressing in cloths appropriate
to women
• Transvestite women-derives pleasure from dressing cloths appropriate
to man
• Transsexual women –transgender person male at birth but becomes
women
• Transsexual man-a person who is assigned female at birth but becomes
a man

PATRIARCHY
• Literally means ‘rule of father’
• A system of social structures, and practices in which men
dominate,oppress and exploit women
• Male domination and female’s acceptance and internalization of that
dominance
 • Structure of the family and the dominance of the husband-father within
it.
• Rule of men both within the family and outside
• Oppressive in social,political,economic and cultural environments.
• Used to explain the exercise of authority and power in a social system
• In a patriarchal society women have to struggle to be educated , to have
property or to make choices regarding marriage and other aspects of life.
• Primary source of women’s oppression
• Domestic violence,rape,sexual harassment, lower payment than men,
MASCULINITY AND FEMININITY
• Male associated with masculinity, female associated with femininity
• Those characteristics associated with being male-masculinity
• Those characteristics associated with being female-femininity
• Set of traits and behaviours that are constructed in
social,political,cultural, historical and geographical contexts.
• Certain norms of social roles that girls or boys are expected to perform
later as adults in their lives
• Many are biases and prejudices that lead to gender discrimination and
gender inequality.

Popular features associated with masculinity

• Often depicted as physically strong and powerful,even a little rough,

and as being capable of greater physical achievements than females
• Mentally tough,self-confident,outgoing,and even aggressive
• Love outdoor hobbies and sports
• Go out into the world,earn a living,support him and his family

• Role of fathers-decision about kind of education,when to marry,choice of

marriage partner,decisions related to children and their future.
• Financial matters related to savings, investments,expenditure etc.
• Some of the traits peculiar to biological nature
• Majority are product of gender biases and gender stereotypes.
• Set of traits and behaviors that girls and women are expected to possess
• Ideal of behavior which the culture and society projects upon
females,expected to behave in a particular manner in the society
 • Femininity is described as caring and nurturing ,and have a capacity for self-
sacrifice
• Nursing is seen as an extension of caring and nurturing role of women
• Domestic work,very concerned about their physical appearance,multiple
tasks-wives and mothers

FEMINISM
• A form of resistance against all forms of patriarchal domination in all
aspects of life
• Raises the question of gender equality and justice in human societies
• Envisage to create gender justice and ensure equal rights for women
based on the idea of equality of sexes
• Women’s movement and attempt to advance the social role of women.

LIBERAL FEMINISM

• Equal legal and political rights for women to enable them to compete
with men in the public realm on equal terms
• Impact-Got the right to vote in USA,Great Britain
• Establishment of equal rights in the public sphere:right to
education,right to vote,right to pursue a career etc
• Liberalisation of divorce law,equal pay for equal work etc

SOCIALIST FEMINISM
• Gender and sexuality are social constructs, they argue for their
transformation
• Confinement of women to a domestic sphere of housework and
motherhood serves the economic interest of capitalism
• Exhorts to overthrow capitalism and patriarchy that leads to the
oppression of women.

RADICAL FEMINISM
• Sexual oppression is the most fundamental feature of society and that
other forms of injustice
• Patriarchy is a system of politico-cultural oppression
 • Women should not try to be ‘more like men’. They should recognize
and embrace their sisterhood,they bonds that link them to all other
women
• Certain aspects women are superior,possessing the qualities of
creativity,sensitivity and caring.

POSTMODERN FEMINISM
• Questioned all the basic assumptions of modern age and held that
demands of reason, knowledge and justice are insufficient to bring
about progress and enlightenment to humanity
• Gender,racial and economic disadvantages
• No fixed female identity
• Sexism and racism are interlinked system of oppression

1.2 GENDER BIAS, GENDER STEREOTYPING AND EMPOWERMENT

Gender bias
• An inclination or prejudice against one gender
• Believing a certain gender to be superior to another and discriminating
on the basis this belief
• Also known as sexism,gender discrimination
• Set standards for masculinity and femininity-how men and women
should think and behave
• Eg,1.women as weak and passive,not as tough as men,only useful for
cooking and cleaning. 2.description of men as dirty,loud,unable to take
care of themselves without a women.
• Kinds of gender bias existed in Indian society
• Sons are preferred to daughters and parents are more willing to educate
a boy than a girl
• Postneonatal mortality rate for Indian girls is 21/1000,15 for boys
• 2011 census,914 females for 1000 males, lower wages to women
• Children below 5 are given to the mother divorce law

Gender stereotyping
• Negative simplistic generalizations and set of beliefs about the gender
attributes,differences ,and roles of individuals and groups
 • Stereotypes based on personality traits
• Males are supposed to be adventurous ,assertive,aggressive,independent
and task-oriented
• Females are seen as sensitive,gentle, dependent,emotional and people-
oriented
• Caring for children-women,household repairs -men
• Women-more suitable for nursing and secretaries profession,men-more
suitable for engineering and construction work
• Women-homemaker,loving,compassionate, nurturing,emotional and
sympathetic
• Men-provider,assertive,competitive, rational ,independent,career-oriented
and pragmatic
• Education has great role to overcome this situation.Broaden the mental
horizon to accept differences,

Empowerment

• Expansion of freedom of choice and action

• Increasing one’s authority and control over the resources and decisions
that affect one’s life
• Gain increased control over their lives
• Ability to decision –making in matters that affect one’s life.Pursuing
their own goals,living according to their own values,developing self-
reliance,

Women empowerment

• Redistribution of social power and control of resources in favour of

women
• Process that enables women to gain access to and control of material as
well as information resources.
INDICATORS OF WOMEN EMPOWERMENT
• Increase in self-esteem,individual and collective
confidence,knowledge,laws,health awareness
• Change in roles and responsibilities in family and community.

Indicators of women empowerment

• Responses to changes in social customs like child

marriage,dowry,discrimination
• Visible changes in women’s participation
• Increase in bargaining power,ability to gather information
• Positive changes in social attitudes

QUANTITATIVE INDICATORS
• Demographic trends,participation in different development
programmes
• Control over community resources,change in physical health
status,literacy,participation in political process

1.3 EQUITY AND EQUALITY IN RELATION WITH CASTE, CLASS,

RELIGION, CULTURE, ETHINICITY

EQUITY
• Quality of being equal,impartial and even-handed dealings
• based on the idea of moral equality ,people should be treated as
equals
• Equality with special previlages,equality with social justice
❖ Based on 3 principles-
1.Equal life chances
No differences in life chances
2.Equal concern for people’s needs
Equal access to basic goods and services
3.Meritocracy-positions and rewards should be
distributed to reflect differences in effort and ability, based on fair
competition.

EQUALITY

• All human beings have equal worth regardless of

colour,gender,race or nationality
• Deserve equal consideration and respect because of their common
humanity
• As a fundamental right-equality before law and equality of opportunity

• Opportunity for good education,adequate nourishment ,fair wage for

labour

GENDER EQUALITY

• Women and men have equal conditions for realizing their full human rights
• 3 dimensions
• Equality in access to and opportunities in
economic,political,social and other fields
• Equality before law
• Equality in dignity between men and women

CASTE

• Form of stratification in which one’s social position is given for a lifetime

• Fundamental characteristics of Indian social organization
• 4 major castes-Brahamins,Kshatriyas,Vaisyas and Shudras
• caste is a man-made system based on religion
• Origin-occupation theory,clean and unclean jobs
• Results practice of physical and social distance ,untouchability
• Suffer from socio-economic and cultural disabilities

EQUITY AND EQUALITY IN CASTE SYSTEM

• 3 distinct levels of hierarchy-forward caste, middle and lower caste

• Lower caste deprived of necessary resources and rights
• Discrimination based on caste continue unabated in Indian society
• Land owing,cultural and economic exploitation,politics,trade and business
and educational and intellectual power carried by upper castes
• Attitudinal change needed,principles of equality,human rights needed to be
implemented,basic education along with scientific
knowledge,industrialization,economic development
MEASURES TO ERADICATE THE SOCIAL EVIL OF CASTIESM

• Attitudinal change needed,

• principles of equality,human rights needed to be implemented
• basic education along with scientific knowledge
• industrialization
• economic development

CLASS

• Category or group of persons having a definite status in society which

permanently determine their relation to other groups
• Social class is the aggregate of persons having the same status in a
given society
• Poor class,lower class,middle class,upper class etc based on
wealth,
FEATURES OF CLASS
❖ class systems are fluid,
❖ class positions are in some part achieved ,
❖ economically based ,
❖ large scale and impersonal class divisions in the society leads to
massive inequality in wealth,gaps in education etc.

RELIGION

• A system of beliefs and practices by means of which a group of people

struggles with ultimate problems of human life.
• systems of belief and practice that help people to find meaning in the world
• Important source of social solidarity,help to create a moral community
• Also a factor in destructive social conflicts
• Religious fundamentalism is the greatest threat to principles of equity and
equality in many religions

CULTURE

• ‘Culture is that complex whole which includes knowledge, beliefs ,arts,

morals,law, customs, and other capabilities and habits acquired by a human as a
member of society’ Tylor.
• Lived experience of a group of people
• Some cultural practices enhance equity and equality ,some others violate –
glorify casteism,superstitions,violence

ETHNICITY

• Refers to the cultural practices and outlooks of a given community of people

that set them apart from others.
• Members share a distinct awareness of a common cultural
identity,separating them from other groups
• Characteristics-language,history,religion,style of dress
• Social phenomenon

1.4 ROLE OF FAMILY, CASTE, RELIGION, CULTURE AND MEDIA IN

EQUIPPING THE PUPIL AND THEIR RESPECTIVE GENDER ROLES IN
SOCIETY

FAMILY

• Learn gender stereotypes from family background

• Playing with dolls for girls,playing with trucks for boys
• Parents speak and play differently with their male and female children

• Punishments,messages influence children

• Parents expect children of different gender perform different kinds of tasks
• Family is the space where personal destiny, value, competence ,division of
labour of men and women, expectations on the future life, role of men and
women in the society are developed

• Most important agency that influences an individual on gender

role development
• Relation with father and mother is the first experience of relation with
males and females

• Children observe and imitate

• Gender identities are socialized within parents-children relationship
• Through socialization of family we learn what is appropriate and improper for
both genders.
CASTE
• Importance in the contemporary social organization of
India
• Hereditary and largely based on occupation
• Strictly endogamous(marriage only within castes)
• Well-established hierarchy between castes
• Caste preference for the spouse
• Social status,access to education,basic necessities are
based upon the caste
• Increase in violence rate against lower caste

RELIGION

• Dictates morality,ethics,religious laws and accepted lifestyles.

• Prescribe appropriate roles for men and women in society
• Normative claims about men’s and women’s roles are present across all
religions
• Conservative and fundamentalist religious movements-opposed to
gender equality
• Religious texts used as justification for gender discrimination

CULTURE

• Shapes the way of life of a human being

• Provide a set of social rules that men and women behave in a
particular manner
• Gender- shaped by culture,gender identities and relations
• Attributes and behaviours appropriate to women or men and relations
are shaped by culture
• Shape the way daily life is lived in the
family,community and workplace

MEDIA

• Shapes the ideas,behaviour and concepts of general public

• Medium to provide information to the masses in the form
news,entertainments and advertisements.
• Playing a vital role in changing bahaviour and attitudes of people-shaping
public opinions,personal perceptions and beliefs
• Influencing social,cultural,economic, spiritual, political and religious aspects
of society
• Help to shape our world view and values-
good,bad,positive,negative,moral or evil
• Does not always share a fair representation of women
• Media reinforces such stereotypes as: women as housewives
,dependent,submissive and passively suffer humiliations and physical
violence
• As sex objects,beauty objects,home makers, victims of
violence,poverty,natural disasters
• News of violations of women’s human rights are not covered always by the
media
• Need for the widespread understanding that nation cannot progress if half
of its population are left behind

MODULE-2
GENDER STUDIES: PARADIGM SHIFT
2.1 PARADIGM SHIFT FROM WOMEN’S STUDIES TO GENDER
STUDIES

• Women’s studies are concerned with subjects relating to women,roles and

contribution
• Interdisciplinary academic field-politics,society ,
media,history
• Including media images of women,work and economic issues,gender issues
,social problems
• Seen as an area of academic inquiry and theorizing
• Women’s contribution to society,perception of their own lives,roots and
structures of inequality, etc
• Re-examination of conventional theories and strategies for women’s
development
• Promote and achieve equality for women
• In 1980’s ,the term ‘women studies’ replaced by ‘gender studies’
• Because the scope of women studies are narrow not possible to understand
the complex nature of social relationship of women
• Another factor is feminist theories, opened up wider possibility of the
analysis of gender difference
• Gender studies seem to be inclusive,more attractive to male students and
academics,broad term deals with gender from different viewpoints
• Gender,sex and patriarchy are addressed with specific meanings in
societal context.
• Family and marriage including issues of women and
reproduction,contributions of Dalit,poor and working class
women,LGBTQ (lesbian,trgay,bisexuals,transgender,and queer) are
integral part of gender studies

2.2 STATUS OF WOMEN

• Important area of gender studies

• Status -Social honour to women by other members of society
• Subject to many changes over centuries
• Status of women remains secondary in India even today
• Property inheritance,women’s freedom of movements,violence against
women,dowry

Women’s status –Historical perspective

• ANCIENT INDIA

• Very complicated one because of paradoxical statements in different religious

scriptures
• Some described ‘equal to men’,some others ‘in disrespect’
• Cultural history of India reveals women enjoyed the status of ‘devi’(Goddess)
• Referred as ‘Sakthi’(power and strength)
• Brahma,Vishnu,Siva is accompanied by Sakthi • No
life is possible without this duality
• Concept of wife as ‘Ardhyangini’ (better-half) was prevalent in
India
• Though women enjoyed theoretical importance but in practice she had a
subservient position to man
• Generally seen that lower status with reference to power and influence than
men in family,community,religion and politics
• Up to marriage protected by parents,during married life looked after by her
husband,after death of husband used to spent her life under the roof of her
children
• Some explained this inferior status as a result of patriarchal code of living
• Rigid codes of behaviour in Brahmanical texts also responsible for it

MEDIEVAL INDIA

• Period between 11 to 18 century,witnessed deterioration in the position of

women due to the impact of Muslim rule in many part of India
• Female infanticide,child marriage,purdah system,sati and slavery were
the social evils affecting the position of women
• Curtailment of freedom of women in matters of education,mate
selection,public appearances etc.

BRITISH PERIOD

• Some substantial progress was achieved in eliminating

inequalities
• In matters of education,employment,social and property rights etc
• Sati,purdah,female infanticide,child marriage,
inheritance,slavery,prohibition of widow marriage and lack of women’s
rights were attracted the attention of British Raj.
• British rulers initially decided not to interfere the social fabric of Indian
th
people but first quarter of 20 century took some steps to abolish social evils

WOMEN IN INDEPENDENT INDIA

• Substantial improvement after Independence

• Independence struggle helped emergence of efficient women leaders all-over
India
• Improved participation in Education, sports, politics, media,art and culture ,
service sectors,science and technology
• But half is far from satisfactory,only 54% women literate,under-
represented in governance,decision making positions
• Face violence inside and outside family,workplace ,urgent need for the
condition of women
• Urgent need for the condition of women
• Demographic,health,educational,domestic, occupational and legal status should
undergo positive and progressive changes
SOCIAL REFORM MOVEMENTS

• Social reform movements arise with the aim of bringing about changes on
social structures, social patterns and social process
• Against some oppressive and inhuman practices
th
• Many social reform movements took place in India during 19 century
• Resulted in the change of status of women in society
• Between 1820’s and 1850’s legislative interventions and
wider programme of emancipation
• Brahmo Samaj in eastern India,Prarthana Samaj in western India,Arya Samaj in
northern India,Theosophical society in southern India
• Enlightened thinkers like Raja Ram Mohan Roy helped to change the status
of women
• Abolition of infanticide,Sati system,child marriage ,devadasi
system,promoted marriage of Hindu widows.
• Mrs Annie Besant,Dr. Sarojini Naidu,Kamladevi Chattopadhyay and many
others gave change and betterment.
• Indian women actively participated in freedom movement.
• Founding of Indian National Congress in 1885 and Mahatma Gandhi’s non-
violent movement was a step in the direction for social reconstruction
• Women took equal initiative and participated in all types of struggle
• Women’s participation in freedom movement was very extensive
• All these contributed towards the empowerment of
women
• Made the women to enjoy equal privileges as men

ETHNICITY,DISABILITY AND MARGINALIZATION OF WOMEN IN

INDIA

• Marginalization refers to individual or groups who live at margins of

society
• Face systematic disadvantage in their interactions with dominant
social,political, economic institutions
• Marginalized individuals and groups-women,
SC,ST,Children,aged,disabled,poor migrants, religious
minorities,sexual minorities,AIDS patients
• Subjected to various types of political,economic, and social hardships.
MARGINALIZATION

• Social exclusion is one of the outcomes of marginalization

• A process in which some people are ‘left out’ from mainstream of the society

• 4 dimensions-exclusion from labour market, from adequate resources,from

social relations, service exclusion

• Women are marginalized on account of their ethnicity and disability

ETHNICITY

• Members of ethnic groups see themselves as culturally distinct from other

groups in society
• Characteristics of ethnic groups-language, history,religion,styles
of dress,
• Ethnic differences are wholly learned,purely social phenomenon
• Women belonging to SC,ST,poor migrants, religious minorities are
discriminated and marginalized because of ethnic identity
• Face educational,health,political,economic and social disadvantages

DISABILITIES

• 1995 Act defines disability as’blindness,low vision,leprosy-cured,hearing

impairment,loco motor disability,mental retardation and mental illness.
• Person with disability means suffering from not less than 40% of any
disability as certified by a medical authority
• Locomotor disability means disability of bones ,joints muscles leading to
substantial restriction of movement of the limbs or any form of cerebral
palsy
• Persons with disabilities especially women experience discrimination within the
family and community
• Deny equitable access to resources,services and opportunities for
personal development
• Environmental barriers and attitudinal barriers can lead to excluded from
participating in social,civil and political processes.
• Suffer from low self-esteem,low confidence,low aspirations etc
• Women and girls with disabilities suffer double discrimination-
less access to education,health services etc
 2.3 IMPORTANT CONSTITUTIONAL AND LEGAL PROVISIONS
FOR WOMEN IN INDIA

• General and specific provisions

• Equality to women,equality of status and opportunity to all
citizens
FUNDAMENTAL RIGHTS

• Art.14 Equality before law

• Art.15 Prohibition of discrimination on grounds of religion,race,cast,sex,or
place of birth
• Art .16 Equality of opportunity in matter of public employment.

DIRECTIVE PRINCIPLES

• Art.39 Equal pay for equal work,promote justice

• Art.42 To make provisions for securing just and humane conditions of
work and maternity relief
• Art .46 Special care to weaker sections
• Art. 47 Raise the level of nutrition and public health

FUNDAMENTAL DUTY

• Art 51 Promote harmony and brotherhood and to renounce practices

derogatory to the dignity of women

• RESERVATION OF SEATS
• Art 243 D-Not less than one-third of seats to be reserved for women in
panchayats and municipalitiy
• Not less than one-third of offices of chairpersons to be reserved for women
panchayats and municipalitiy

LEGAL PROVISIONS

1. Crime under Indian Penal Code

• Rape,kidnapping & Abduction for different purposes, Homicide
forDowry,dowry deaths or attempts,Torture both mental and physical,
Molestation,sexual harassment
 2. Special Laws
• Dowry prohibition act,Factories act,Equal remuneration act,Immoral
traffic act, Protection of women from Domestic Violence act 2005, Sexual
Harassment of women at work place act 2013,Family courts act
1954,Marriage Laws bill 2010,Maternity Benefit Act 1961,Medical
Termination of pregnancy act

2.4 CONTEMPORARY PERIOD: RECOMMENDATIONS OF

POLICY INITIATIVES –COMMISSIONS AND
COMMITTEES,SCHEMES,PROGRAMMES AND PLANS

1.BETI BACHAO BETI PADHAO

• Joint initiative of Ministry of Women,Child development,Ministry of

health and family welfare and MHRD
• Objectives-prevention of gender biased sex selective elimination
• Ensuring survival and protection of girl child, education and participation of
girl child
• Context was decline in child sex ratio(CSR)

CONTEMPORY POLICY INITIATIVES

• Decline from 945 in 1991 to 927 in 2001 and further to 918 in 2011
• Decline in CSR is a major indicator of women
disempowerment
• Pre-birth discrimination manifested through gender biased sex
selection
• Post –birth discrimination against girls
• Easy availability and misuse of diagnostic tools • So
coordinated and convergent efforts needed
• Beti Bachao Beti Padhao-national campaign focused multi sectoral action in
100 selected districts low in CSR,covering all states and UT’s

2.NATIONAL POLICY FOR THE EMPOWERMENT OF

WOMEN,2001

• Goal-bring about the advancement, development and empowerment of women

• OBJECTIVES
• Positive economic and social policies for women
• De-jure and de-facto enjoyment of all human rights-
social,political,economic,cultural,civil
• Equal access to participation and decision making of women in
social,political and economic life of nation
• Equal access to health care,quality education,
employment,social security etc
• Strengthening legal systems
• Changing societal attitudes and community practices
• Mainstreaming a gender perspective in development process
• Elimination of all form of violence against women
• Building and strengthening partnership with civil society,women’s
organizations

3.NATIONAL MISSION FOR EMPOWERMENT OF WOMEN

• Started in International Women’s day 2010

• Aim - promote all-round development of women
• Provide a single window service for all programmes
• Named as Mission Poorna Shakti-vision for holistic empowerment
of women
• Focus areas-violence against women,declining child sex ratio,prevention of
child marriage, trafficking ,right to education,training programmes

4.NATIONAL COMMISSION FOR WOMEN

• Started in January 1992

• Review Constitutional and Legal safeguards for women
• Recommend remedial legislative measures, facilitate redressal of grievances
• Advise Govt.on policy matters
• Organizes workshops,seminars ,publicity campaign against female foeticide,etc
 MODULE 3: GENDER AND EDUCATION
3.1 THEORIES ON GENDER AND EDUCATION

1.SOCIALISATION THEORY

• Process by which people learn customs, practices,ideas and

behaviour of their culture
• Gender socialisation is a process through which children learn about
social expectations ,attitudes and behaviours associated with one’s
gender.
• Rewards for gender-appropriate behaviour and criticism for
inappropriate ones
• Knowledge about gender comes from many sources of socialisation,including
parents,peers and teachers

Socialisation through Family

• First agent of socialisation

• Parents socialize sons and daughters differently
• Sons are allowed more autonomy at earlier age than daughters

• Sons are often free from domestic duties

• Parents provide children first lessons about gender

• Parents role inside and out side family,statements

influence children
• Parents treat girls and boys differently through the encouragement of gender-
stereotyped activities
• Give different opportunities for development
• Differential treatment promotes certain behaviours and self-images that
recreate preconceived cultural stereotypes about gender
• Gender-stereotypes are constantly re-created and modified

Socialisation through Peers

• Children learn about gender through their interactions
with peers
• Spending time with their friends ,boys and girls learn
what is appropriate for one gender or the other
• Gender socialisation can be direct or indirect
• Direct comments,negative reactions, interaction with members
• Children spend more time interacting with their peers ,opportunities to socialize
one another by encouraging or discouraging particular behaviours
• Boys and girls spend large amounts of time playing with same –sex peers and
small amount of time with other sex
• This pattern is known as gender segregation
• Begins by 2.5 to 3 years and increases in strength and intensity through
elementary school years
• socialized by peers of same gender
• Learn skills,competencies,and interests in their interactions with
same-sex peers
• Boys and girls interact and learn from each other

Socialization through Teachers/School

• Teachers are another source of gender socialisation

• Teachers have gender expectations,model gender roles and reinforce gender-
stereotypical behaviours in classrooms
• Creating different activity centers for boys and girls,treat them differently,

Biological Theory of Gender Difference

• Regards gender identity and role arising from biological processes

• From sex differences due to the chromosomal differences in women and
men
• Males and females experience different exposure to hormones
prenatally,again at adolescence ,and during adulthood
• Different hormonal dosages can account for some behavioural
differences
• Differences in brain activity and development
• Men are found to be more aggressive competitive than
women
• Females are more caring and sensitive
• This theory argues that boys and girls are inherently different
• Findings reveals that though biological factors influence gender behaviour
,they are heavily modified by learning
2.STRUCTURAL THEORY

• Explain the nature of social order and relationship between various parts in
society by examining the functionality
• Gender differentiation contributes to the stability of a society
• Gender roles arise from the need to establish a division of labour within family
• Women-child care,men-hunting and waging war
• Division of labour helps the smooth running of family and stability of
society
• Girls and boys taught different approaches to life
• Boys –goal oriented,focus on tasks,concerned for the relationship of family to
outside societal structures
• Girls-to express their emotions and to look for and react to the emotions of
others
• But today functionalist perspective is less useful to describe the realities of
gender

3 DECONSTRUCTIVE THEORY

• Originated in France in late 1960’s

• Proponents-Jacques Derrida,Foucault
• Asserts that institutions ,traditions,societies, beliefs and practices do not have
strict and rigid boundaries
• Questions gender categories like men and women
• Analytical notions of race,class,gender,women and men are fragmented

• Category of gender is constructed through social forces across time,

history, and place
• Categorical benefits must be deconstructed in order to assess equality in
educational practice and outcome
• Research should examine and exploit how we come to understand the
meaning of gender.

3.2 GENDER IDENTITY AND SOCIALIZATION PRACTICE

• Gender identity serves as a social identity

• Person’s sense of self as a male,female or another gender
• Most basic elements of human identity
• Everyone subconsciously acts out gender and reflects gender in dress,mannerism
,recreational activities etc.

GENDER IDENTITY:
A. Role of Family

• Plays important role in the formation of gender identity in children

• 3ways of gender identity formation

1.By ascription
2.By identification
3.By discovery of resemblances between oneself and parent

• Parents ascribe gender status to new-borns when they treat them

differently
• Symbols and languages shapes the conception of gender roles
• Language used by families ,boys-strength and agility,girls-
affection,expressivity,gracefulness,
• Different treatment of babies by families serve to shape behaviour
patterns
• Children imbibe gender identity from family through identification with
parents
• Son and daughter will internalize messages and cues that promote likewise
behaviour later in life
• These identities that are internalized during child socialization serve to
create highly differentiated world of acceptable behaviour

B. Role of Schools

• Teachers,peer culture,curriculum content and school ambience play an

important role in the development of gender identity
• Teachers attitudes may reflect biases toward girls and boys
• Expect girls to handle daily cleaning,boys to manual work
• Boys generally enjoy more challenging interactions with teachers,dominate
classroom activities,receive more attention through criticism ,praise,help
etc
• Boys imbibe traits attached to masculinity like authority,control over
resources and violence
• Gender segregation in elementary school is a significant component of
childhood socialisation and gender identity development
• Students sit in same sex pairs or groupings in classroom
• Sit- in separate parts of the classroom and play in separate groups at recess

C. Role of Peers

• Peer groups has development of an influence on the gender identity

• Peer group membership plays a critical role in self-appraisal
• Individual is motivated to create and maintain the norms of the group in
order to achieve a positive gender identity
• Boys and girls spend large amount of time playing with same –sex peers
• Opportunities to socialize one another by encouraging or discouraging particular
behaviours,by modelling or creating norms
• The more time children spent with peers of same-sex group,more similar in
interest, behaviours,and interactional styles
• Boys and girls have different experiences and learn skills, competencies and
interest in their interaction with same- sex peers

D. Role of Community
• Sense of cohesiveness among a group of people forms community
• Group of people living in a particular area sharing the same basic
values,organization and interests
• Ties of shared blood,language,history,territory and culture
• Sense of togetherness lies in the soul of every individual
• Culture is the distinctive patterns of ideas, beliefs,and norms which characterise
the way of life and relations of the members
• Culturally determined gender ideologies define rights and responsibilities
• Culture and tradition used by men to justify practices
• In some communities systematic ,unfavourable treatment of individuals on the
basis of their gender,denies rights,opportunities
• Women are treated unequally and less value is placed on their lives
• Women’s differential access to power and control of resources is central to this
discrimination
• Within the household women and girls face discrimination in sharing out of
household resources including food
• Lack of representation in decision making bodies • Discrimination in schooling
and health care

3.3 SCHOOLING OF GIRLS:INEQUALITIES AND RESISTANCE IN

EDUCATION

• 2011 census,literacy rate 74.04%,female-65.46%,male -80%

• Majority of poor children,girls in rural areas, SC,ST children are deprived of
basic education
• Dropout rate of girls from marginalised and rural sections ,from the upper
primary level is extremely high
• School discontinuation rates of rural girls are twice as high as that of boys
• Surveys show 1 out of 100 girls enrolled in class1 reaches class 12 in rural
areas,14 out of 100 in urban areas

Resistance in Education of the Girl Child

• Major reason-poverty in the family
• Girls provide free labour at home for family • Better payoff than going to school
• Attend school is not valuable to whole family
• Strong feudal agrarian culture,subordination and oppression of girls,women and
Dalits,
corruption in political affairs
• Cultural practice of dowry,educated girl is more expensive to marry off
• Patriarchal mind-set -another reason
• Male inheritance and property ownership ,early marriage,witch hunting,violence
against women,trafficking
• Hostile environment,poor teaching,non-comprehension ,cost of
education,difficulties of coping with school environment
• Poor sanitary facilities
Govt.initiatives for promoting girls education

• Report of Kothari Commission 1964-66

• National policy on Education1986,RNPE 1992
• Non-formal Education Programme 1979-90
• Operation Blackboard 1986
• Total Literacy Campaigns
• DPEP,SSA
• Mid-day meal schemes
• Specific National Programmes

1.MAHILA SAMAKHYA PROGRAMMES 1988

• Aims to benefit women of all ages

• To integrate formal and non formal education for girls • Education schemes for
adult women
• Providing vocational training for girls and women
• Seek to build perspectives and develop capacity of poor women to address gender
and social barriers to education

2.NATIONAL PROGRAMME FOR EDUCATION OF GIRLS AT AN

ELEMENTARY LEVEL 2003

• Integral component of SSA

• Distribute free textbooks for girls,construct separate toilets,conduct bridge camps
for older out-of-school girls
• Aimed at ensuring 50% of newly recruited teachers are female and learning
material should be gender sensitive
• Intends to mobilize effective community efforts
3.KASTURBA GANDHI BALIKA VIDYALAYA 2004

• Establishing residential schools at upper primary level for girls belonging to

SC,ST,OBC
• Facilitating retention of girls in schools, ensuring effective participation of girls
in education
• Developing and promoting facilities to provide access to girls belonging to SC
and ST

4. SAAKSHAR BHARAT MISSION 2009

• Promote and strengthen adult education of women

• Including literacy ,basic education,vocational education,physical and emotional
development,practical arts,applied science, sports and recreation

5.BETI BACHAO BETI PADAO YOJANA 2015

• Promote gender sensitisation,awareness against female foeticide and education of
girls.

MODULE 4-GENDER ISSUES IN CURRICULUM

• Gender balanced curriculum ensures that content of instruction is unbiased and
non-discriminatory to both sexes

• To create a fair school curriculum for the realization of the needs ,aspirations and
human rights of both sexes

• For the balanced development of human persons

4.1 GENDER,CULTURE AND INSTITUTIONS: INTERRELATION OF
CLASS,CASTE,RELIGION AND REGION

• Gender and Culture

• Gender is a social and cultural construct

• Expectations about attributes and behaviours appropriate to men or women are
shaped by culture
• Gender identities and relations are important aspects of culture
• Shape the way daily life is lived in family, community and work place
• Cultural meanings of being male or female function as an organizing principle for
society
• Evident in division of labour according to gender
• Patterns and explanations differ among societies and change over time
• Specific nature of gender relations varies among societies

Gender and Institutions

• Social institutions are formal cultural structures devised to meet basic social
needs
• Includes family,religion,education,economy, politics,mass media,sports,science
and medicines etc
• Living entities that are continually being renewed and reshaped
• Change is shaped by many factors –globalization,new
technologies,environmental pressures,development projects
• Change also results from deliberate efforts to influence values

Gender Inequality in terms of Class,Caste,Religion and Region

• Gender inequality results from intersectionality of caste,class,religion,region,

culture and ethnicity

• Inter-sectionality refers to interweaving of social inequality,including

class,gender, ethnicity, religion, region and disability which produces more
complex patterns of discrimination than single

• Different source of inequalities can be seen as primarily additive to each other

• Interactive presence of features of deprivation like caste,class,religion ,culture

and ethnicity massively impoverish women
4.2 CURRICULUM AND THE GENDER ISSUES

• Curriculum determines purpose and content of education,mode and length of

delivery and guidance material for educators

• School curriculum should be constructed on the principle of ‘gender main

streaming’

• A strategy for making women’s as well as men’s concerns and experiences an

integral dimension of the design, implementation, monitoring and evaluation of
policies and programmes so that women and men benefit equally

• Ultimate goal is to achieve gender equality

• Curriculum should address global patterns to inequality between women and

men,reasons of violence against women,lack of political participation

• Textbooks are an integral aspect of curriculum, and an important and influential

mechanism through which children are exposed to ideas about gender

• Textbooks should be free from gender stereotyping

• Many Indian textbooks men and women are portrayed in stereotypical roles and
professions

• Women-engaging in domestic and care giving tasks,men-leadership or

professional roles

• Rarely represent actual roles,reinforce traditional, differentiated roles than

actually exist in society

• Textbook should eliminate discriminatory gendered representations

• Should portray an egalitarian gender system, a positive image of women by

emphasizing their contributions

• Gender-just and empowering curriculum , positive messages about equality

between women and men needed
4.3 GENDER AND THE HIDDEN CURRICULUM

• Unspoken and unofficial norms,behaviours and values that children learn at

school in addition to the official curriculum

• Implicit in the structure and ambience of educational institution

• Students imbibes their roles in life indirectly from hidden curriculum

• Also influences children’s approach to gender issues

• Differential task assignments and sexual division of labour in school

• Segregated seating,separate lines for girls and boys, different strategies for
discipline,etc

• Hidden curriculum reinforces traditional gender roles

• Women are suited to looking after and teaching the young

• if in schools men are over-represented and women under-represented on the

higher teaching scales

• women are employed in positions subordinate like peons may reinforce

traditional gender roles

4.4TEACHER AS AN AGENT OF CHANGE

• Torchbearers of race and guardian of future mankind

• Facilitator in teaching-learning process, teachers enable students to discover their
talents,potentialities ,develop character,values
• Promote critical reflection on traditional gender relations existing in our society
• Teachers and educators influence the gender roles of their students-gender
socialization
• Mould gender roles of students
• Special role in ensuring gender equality in educational institutions
• Integrate experiences and needs of both female and male students into all
educational practices
• Overcome traditional gender relations through education
• Ensure all students have equal importance in the educational process
• Promote the principles
1.Gender sensitive classroom/school processes
2.Gender sensitive teaching approaches
3.Gender sensitive learning approaches
4.Gender sensitive management structures
5.Distribution of resources and facilities without any gender discrimination
6.Use of gender neutral language

4.5 GENDER AND FAMILY LIFE EDUCATION

• Educational effort to prepare individuals and families for the roles and
responsibilities of family life

• Aspects like economics,education,work-family issues,parenting,sexuality,gender

issues

• Knowledge about healthy family functioning

• Tries to inculcate the skills and knowledge needed for healthy family life

• Strong communication skills,knowledge of human development,good decision

making skills,positive self –esteem,healthy interpersonal relationship

• Objectives of formal inclusion of family life education are: gaining insight into
one’s self and others
• Acquiring knowledge about human development and behaviour in the family
• Understanding marital and family patterns and processes
• Acquiring interpersonal skills for present and future family roles
• Building strengths in individuals and families

• Understand the importance of family,its changing composition and

structure,functions, roles and responsibilities,interrelationship

• Appreciate physical,physiological, psychological,and social changes and

developments during the process of growing up

• Understand significance of marriage,responsible parenthood,gender roles

• Develop positive attitude and responsible behaviour towards various issues of

family life
Major components and contents

1. Concept of family:definition of family,types-nuclear,joint,functions of

family,family roles, resources,welfare

2.Marriage,early childhood care and education

3.Gender roles and values in family life-Equality and equity based on harmonious
partnership between male and female members

4.Process of growing up: physical change and development ,socio-cultural

development,gender roles

5.HIV/AIDS: Basic information

6.Drug Abuse.factors promoting drug abuse,symptoms,effects,prevention and
responsibility

MODULE-5
GENDER ISSUES IN THE SOCIETY
5.1. LINKAGES AND DIFFERENCES BETWEEN REPRODUCTIVE RIGHTS
AND SEXUAL RIGHTS

• Essential component enshrined in the Universal Declaration of Human Rights

• Reproductive rights are the rights of the couple to decide whether to have
children, how often and when to do so.
• To decide freely and responsibly-no. of children the couples wish to
have,reasonable gap between children,to have the information and means to do
so,attaining the highest standard of sexual and reproductive health
• Sexual rights-right of all persons,free of coercion,discrimination and violence,to
receive highest attainable standard of health in relation to sexuality,
• To seek and impart information in relation to sexuality • To receive sexuality
education
• To have respect for bodily integrity, • To have a free choice of partner
• To decide to be sexually active or not
• To have consensual sexual relations,consensual marriage • Decide whether or not
and when to have children
• To pursue a satisfying,safe and pleasurable sexual life
5.2
Areas of conflict in gender issues:social and emotional

• Gender refers to culturally expected behaviours of men and women based on

roles,attitudes and values ascribed to them on the basis of their sex

• Gender is most apparent in the social differences between females and males

• Differences between males and females are learned and deeply

rooted,cultural,contextual

• Ethnicity,religion,class,sexual orientation

• Gender roles and relations, rights, responsibilities ,access to resources and life
options giving rise to conflict between these groups

• Gender related conflict results in violence and men’s domination

• Nature of male domination differs by classes,castes,races,ethnic or sexual groups

• Hindu newpaper survey 2014-4 out of 10 women in India have no say in their
marriage,8 out of 10 need permission to visit a doctor,6 out of 10 practise some
form of head covering

• Average Indian household gives over Rs.30000 in dowry

Impact of social media on life of students

• Online means of communication used by large number of people to share

information and to develop social and professional contacts

• New world of social networking allows free sharing of thoughts

.eg.facebook,Twitter,WhatsApp,Instagram etc
• People use social networking to stay connected,make friends and satisfy their
social needs.

• Darker side of social media is that it allows one to create online identities that the
real world does not allow
• Identity crisis
• Habits that students learn are decided more by what their friends do and less by
the teaching of parents
• Frequent fluctuations in mood and self-control
• Actions that attract more public attention hold more value

• Uploading of profile picture affects the mood of friends,produces

stress,anxiety,fear about their identities,depression

• Students neglect their studies by spending time on social net working websites

• Too much involvement can lead to an addiction that inculcates bad habits.

• Waste of time,does not lead to natural, friendly experience,absence of healthy

relationship

• Lasting impact on every aspect of human life

• Affects values of socio-cultural and ethical domain

• Potential to manipulate people’s attitude and opinions

• Fostering tolerant multicultural,multi-religious and multi-ethnic society

• Perpetuate stereotype images of sex and gender

• Powerful tool to form public consciousness and raise issues that violate the right
and dignity of a person based upon sex and gender
• Great role in creating social consciousness to stop gendered violence,injustice,
and discrimination
• Cases are coming to light because of media
• Media have been paying a redeemer role not only by publishing every unwanted
incidence but also unearthing other socio-cultural evils
• Media became all-pervasive force which can create,recreate or devalue gender
conception of gender justice,equality and inclusiveness
Sexual Harassment

• Bullying or coercion of a sexual nature in exchange for sexual favours

• Occur in schools,factories,academia ,Hollywood etc

Understanding the importance of addressing sexual harassment in

family,neighbourhood and other formal and informal institutions

• Violation of a person’s fundamental rights to equality and life

• Problem experienced by women in family,in workplace etc

• Defined as unwelcome sexually determined behaviour,such as:physical contact,a

demand or request for sexual favours ,sexually coloured remarks showing
pornography,any other physical,verbal or non-verbal conduct of a sexual nature

• If it is not addressed , it will worsen and become more difficult to remedy as time
goes on

• Produces far-reaching ‘ripple effect’wherever it occurs

• Affected by emotional,physical and often financial repercussions of sexual

harassment

• Extends to co-workers,classmates,friends and family members

Prevention of sexual harassment

• Public awareness through educational programmes

• Rules/regulations of Govt. and public sector bodies relating to conduct and
discipline should include rules prohibiting sexual harassment

• Provide a appropriate penalties

• Appropriate work conditions should be provided
• No hostile environment towards women at work place

• No employee women to believe that she is disadvantaged with her employment

Gender related violence

• Obstacle to the achievement of the objectives of equality,development and peace

• Any act of violence that results in physical, sexual or psychological suffering to
women

• Physical,sexual and psychological violence occurring in family-battering,sexual

abuse,dowry-related violence,non-spousal ,exploitation,forced prostitution,abortion

• Domestic,public,physical,emotional and mental violence affect her status in

society

• Foeticide,infanticide,medical neglect,child marriage,bride burning,sexual

abuse,forced marriage,rapes,prostitution,sexual harrassment etc.

• NCRB report-a crime has been recorded in every 3 minutes

Family and domestic violence

• Violence within homes

• Includes harms or injuries which endanger women’s health,safety,life,well-being

• Can be male’s or female’s atrocities towards another male or female

• May be physical,sexual,verbal ,emotional and economic abuse

• More than55% of women suffer from domestic violence

• Due to lack of understanding between couple as well as the family

• Affects women’s productivity in all forms of life

• Affect the life of children

• Violence leads to maintaining distance from the partner

• Marriage life become a burden to the spouse and opt for divorce
Violence in school

• Global problem
• Peer-to-peer violence,bullying,corporal punishment,sexual abuse,neglect,verbal
and emotional abuse,harassment etc

• Bullying is a common behaviour in schools,making threats by aged

children,spreading rumours,attacking physically or verbally,

• Bullying may be verbal,social and physical

• Verbal bullying-teasing,sexual comments,taunting and threatening to cause harm

• Social bullying-relational bullying,hurting someone’s reputation,spreading

rumours

• Physical bullying-hurting a person’s body, hitting,kicking,pinching,spitting,rude

hand gestures etc

• Cyber bullying-use of internet,mobile phones, other digital technologies to

threaten or abuse children

• Corporal punishment takes many forms in schools

• Boys suffer greater violence than girls
• Lack of awareness about children’s rights
• Ineffective and poor educational environment, high teacher student ratio,poor
teacher training,pressure to teach huge and irrelevant syllabi leads to frustration
among teachers

Violence in schools-remedies

• Change in classroom techniques,promote awareness of child rights,rules

regarding behaviour in school,support of adults and parents

• Encourage student’s participation in school governance,legal prohibition,strong

enforcement of laws
Violence in work place

• Violence or threat of violence against workers

• Physical or mental mistreatment and improper use of power to threaten
employees
• Violence can be emotional,financial, psychological,sexual or physical
• Bullying-behaviour intended to cause fear, intimidation,humiliation or harm to
another person’s body,feeling,self-esteem,reputation or property
• Harassment,sexual violence etc
• Duty of the employer to provide safe and healthy working conditions

Media and violence(print and electronic)

• Every broadcasting and telecasting medium-

television,radio,newspaper,magazines, telephone,fax and internet

• Powerful tool in developing value systems and shaping behaviour

• Promote consumerism and commercial gains, crossing the boundaries of decency

and morality,racial and sexual stereotyping

Impacts on children

• Become ‘immune’ or sensitive to horror of violence

• Accept violence as a way to solve problems • Start imitating violence

• Try to identify themselves with certain characters,victims or victimizers

• Viewing of violence by children causes greater aggressiveness

• Make media more responsible and accountable

5.3 INSTITUTIONS REDRESSING SEXUAL HARASSMENT AND ABUSE-

NATIONAL,STATE AND SCHOOL LEVELS

A.National Commission for Women

• Set up as a statutory body in January 1992

• Review the Constitutional and legal safeguards for women
• Recommend remedial legislative measures • Facilitate redressal of grievances
• Advise Government on all policy matters affecting women

B.The Kerala Women’s Commission

• Came into force in 1996 headed by Sugatha Kumari

• Performs on all matters relating to women’s problems
• Inquire the complaints of any unfair practice and take on decisions
• Responsible to improve social status of women
• Ensures equal opportunity to women in state public service and recommends it to
government action

C.The Protection of Women from Domestic violence Act,2005

• Prevent violence against women and to protect the rights of aggrieved women
• Passed by the Parliament in 2005
• Every women ,deprived of their right to life by the act of husband or relatives can
file a complaint to protection officer
• It will be considered as evidence of the offence

D.National Commission for Protection of Child Rights(NCPCR)

• Set up in March 2007 under Commission for protection of child rights Act ,2005
• Ensure all laws,policies,programmes and administrative mechanisms are in
consonance with child rights

E. Protection of Children from sexual Offences Act(POCSO) 2012

• Came into force on 20th June 2012.

• Act was formulated in order to effectively address crimes of sexual abuse of
children
• Defines child,below 18 years of age
• Ensure healthy physical,emotional,intellectual and social development of child
• It defines different forms of sexual abuse
• Sexual assault,harassment,pornography,trafficking etc
• Act prescribes stringent punishment as per the gravity of offence-rigorous
imprisonment for life
• Mandatory reporting of sexual offences
• Casts legal duty upon person who has knowledge about child abuse
• He may be punished with six months imprisonment or fine
• Act also casts the police in the role of child protectors during the investigative
process
• Urgent arrangements for care and protection of child
• Required to bring matter to the attention of CWC within 24 hrs
• Makes provisions for avoiding re-victimisation of child
• Provides for special courts that conduct trial in-camera without revealing identity
of child
• Case of child sexual abuse must be disposed within 1 year
• Provides Special Court to determine compensation to be paid to a child
• Makes different agencies of the State –Police, judiciary ,child protection
machinery, collaborators in securing justice to abused child

5.4 CHILD PROTECTION AND RIGHT TO PROTECTION

• Protection of children from violence, exploitation,abuse and neglect

• UNICEF defines the set of laws,policies, regulations and services needed across
all social sectors to support prevention and response to protection-related risks
• 9.2 million children under the age of 5 die each year from preventable causes
• 1 in 4 children under the age 5 are underweight,stunting their motor and cognitive
development
• Over 101 million children are out of school,half of them are girls,1 in 6 children
in developing countries are engaged in child labour
• Universal declaration of human rights in 1948 states that ‘all human beings are
born free and equal to dignity and rights’

Child abuse

• Physical abuse
• Child sexual abuse
• Neglect
• Psychological abuse

Child Rights

• Specialized human rights that apply to all human beings below the age of 18
• Minimum entitlements and freedoms that should be afforded to all persons below
the age of 18 regardless of race,colour,gender,
language,religion,opinions,origin,wealth,birth status or ability and therefore apply
to all people everywhere.
• Right to survival,protection, participation, development

Child protection

• Prevention to the incidence of abuse, exploitation,violence and neglect of children

• To have access to their other rights of survival ,development,growth and
participation
• Keeping children safe from a risk or perceived risk to their lives or childhood
• Ensuring that children have a security net to depend on, and if they happen to fall
through the holes in the system,the system has the responsibility to provide
necessary care and rehabilitation to bring them back into safety net.

5.5 GENDER AND ETHICS

• Ethics is the branch of knowledge that deals with moral principles

• Traditional ethical principles were outcome of a patriarchal mode of thinking

• Gender ethics provides an important corrective to the predominantly male

perspective in morals,customs and traditions of a society

• Feminist thinkers argue that ethical consideration should vary by gender

• Feminist norms and values offer alternatives to traditional patriarchal ways of
seeing ethics
• Commitment to social justice,equality and democracy ,responsibilities for
children are met adequately and shared by all
• Values like love,care,strength,courage, independence,co-operation,respect,
justice, honesty,sensitivity,fairness,morality and commitment should be universal
and attained by all ,irrespective of their gender
 EDU 401:Gender,School and Society
• No.of credits : 5
• Contact hours: 100
• Marks : 100(External 80+Internal 20)
• Duration of Exam : 3 hrs
 Module 1
Gender Issues:Key Concepts
• 1.1 Concepts and terms related to gender-
Sex,Gender,Sexuality,Patriarchy,Masculinity and
Feminism
• 1.2 Gender bias,Gender stereotyping and
Empowerment
• 1.3 Equity and Equality in relation with
caste,class,religion,culture,ethnicity.
• 1.4 Role of family,caste,religion,culture and
media in equipping the pupil and their
respective gender roles in society
Concepts and terms related to Gender
• SEX
• Biological characteristics with which one is
born that determines whether one is male or
female
• Physical differentiation between biological
male and female
• Sex refers to anatomical and physiological
differences in male and female
 gender
• Refers to psychological,social and cultural
differences between males and females
• Socially determined ideas and practices of what
of it is to be female and male
• Sum total of socially constructed roles,
behaviours,activities,and attributes that are
appropriate for men and women charted out by
the society
• Gender is acquired identity
• Attributes are learned behaviours,context/time
specific,and changeable and vary across cultures
 Transgender
• People who ‘do not conform to prevailing
expectations about gender’ by presenting
and living genders that were not assigned to
them at birth
• Supreme court recognizes as a third gender
• Beyond gender
• Inclues-gay men,lesbians,bisexuals and cross-
dressers
• ‘Queer’ term used
 Sexuality
• Sexuality is a central aspect of being human
throughout life and encompasses sex,gender
identities and roles,sexual orientation,
eroticism,pleasure,intimacy and reproduction
• Experienced and expressed in thoughts,
fantasies,desires,beliefs,attitudes, values,
behaviours,practices,roles and relationship
• Sexuality includes all the feelings,thoughts, and
behaviours of being female or male,being attractive
and being in love ,as well as being in relationship that
includes sexual intimacy and physical sexual activity
 Forms of Sexuality
• Most people are heterosexual-look to the
opposite for emotional involvement and
sexual pleasure
• Numerous other sexual orientations
• Straight women/men-exclusively attracted to
opposite sex
• Lesbian-female homosexual person
• Gay –homosexual man
 Forms of Sexuality
• Bisexual man/women show sexual attraction
toward both males and females
• Transvestite man-derives pleasure from
dressing in cloths appropriate to women
• Transvestite women-derives pleasure from
dressing cloths appropriate to man
• Transsexual women –transgender person male
at birth but becomes women
• Transsexual man-a person who is assigned
female at birth but becomes a man
 Patriarchy
• Literally means ‘rule of father’
• A system of social structures, and practices in which
men dominate,oppress and exploit women
• Male domination and female’s acceptance and
internalization of that dominance
• Structure of the family and the dominance of the
husband-father within it.
• Rule of men both within the family and outside
• Oppressive in social,political,economic and cultural
environments.
 Patriarchy
• Used to explain the exercise of authority and
power in a social system
• In a patriarchal society women have to
struggle to be educated , to have property or
to make choices regarding marriage and
other aspects of life.
• Primary source of women’s oppression
• Domestic violence,rape,sexual harassment,
lower payment than men,
 Masculinity and Femininity
• Male associated with masculinity, female associated with
femininity
• Those characteristics associated with being male-
masculinity
• Those characteristics associated with being female-
femininity
• Set of traits and behaviours that are constructed in
social,political,cultural, historical and geographical
contexts.
• Certain norms of social roles that girls or boys are
expected to perform later as adults in their lives
• Many are biases and prejudices that lead to gender
discrimination and gender inequality
 Popular features associated with
masculinity
• Often depicted as physically strong and
powerful,even a little rough, and as being
capable of greater physical achievements
than females
• Mentally tough,self-confident,outgoing,and
even aggressive
• Love outdoor hobbies and sports
• Go out into the world,earn a living,support
him and his family
 Popular features associated with
masculinity
• Role of fathers-decision about kind of
education,when to marry,choice of marriage
partner,decisions related to children and their
future.
• Financial matters related to savings,
investments,expenditure etc.
• Some of the traits peculiar to biological nature
• Majority are product of gender biases and
gender stereotypes
 Popular features associated with
femininity
• Set of traits and behaviors that girls and women are
expected to possess
• Ideal of behavior which the culture and society
projects upon females,expected to behave in a
particular manner in the society
• Femininity is described as caring and nurturing ,and
have a capacity for self-sacrifice
• Nursing is seen as an extension of caring and
nurturing role of women
• Domestic work,very concerned about their physical
appearance,multiple tasks-wives and mothers
 Feminism
• A form of resistance against all forms of
patriarchal domination in all aspects of life
• Raises the question of gender equality and
justice in human societies
• Envisage to create gender justice and ensure
equal rights for women based on the idea of
equality of sexes
• Women’s movement and attempt to advance
the social role of women
 Liberal feminism
• Equal legal and political rights for women to
enable them to compete with men in the public
realm on equal terms
• Impact-Got the right to vote in USA,Great Britain
• Establishment of equal rights in the public
sphere:right to education,right to vote,right to
pursue a career etc
• Liberalisation of divorce law,equal pay for equal
work etc
 Socialist feminism
• Gender and sexuality are social constructs,
they argue for their transformation
• Confinement of women to a domestic sphere
of housework and motherhood serves the
economic interest of capitalism
• Exhorts to overthrow capitalism and
patriarchy that leads to the oppression of
women
 Radical feminism
• Sexual oppression is the most fundamental
feature of society and that other forms of
injustice
• Patriarchy is a system of politico-cultural
oppression
• Women should not try to be ‘more like men’.
They should recognize and embrace their
sisterhood,they bonds that link them to all other
women
• Certain aspects women are superior,possessing
the qualities of creativity,sensitivity and caring
 Postmodern feminism
• Questioned all the basic assumptions of
modern age and held that demands of
reason, knowledge and justice are
insufficient to bring about progress and
enlightenment to humanity
• Gender,racial and economic disadvantages
• No fixed female identity
• Sexism and racism are interlinked system of
oppression
 Gender bias
• An inclination or prejudice against one gender
• Believing a certain gender to be superior to
another and discriminating on the basis this
belief
• Also known as sexism,gender discrimination
• Set standards for masculinity and femininity-
how men and women should think and behave
• Eg,1.women as weak and passive,not as tough
as men,only useful for cooking and cleaning.
2.description of men as dirty,loud,unable to take
care of themselves without a women
 Gender bias
• Kinds of gender bias existed in Indian society
• Sons are preferred to daughters and parents
are more willing to educate a boy than a girl
• Postneonatal mortality rate for Indian girls is
21/1000,15 for boys
• 2011 census,914 females for 1000 males,
lower wages to women
• Children below 5 are given to the mother
divorce law
 Gender stereotyping
• Negative simplistic generalizations and set of
beliefs about the gender attributes,differences
,and roles of individuals and groups
• Stereotypes based on personality traits
• Males are supposed to be adventurous
,assertive,aggressive,independent and task-
oriented
• Females are seen as sensitive,gentle,
dependent,emotional and people-oriented
• Caring for children-women,household repairs -
men
 Gender stereotyping
• Women-more suitable for nursing and
secretaries profession,men-more suitable for
engineering and construction work
• Women-homemaker,loving,compassionate,
nurturing,emotional and sympathetic
• Men-provider,assertive,competitive, rational
,independent,career-oriented and pragmatic
• Education has great role to overcome this
situation.Broaden the mental horizon,to accept
differences,
 Empowerment
• Expansion of freedom of choice and action
• Increasing one’s authority and control over
the resources and decisions that affect one’s
life
• Gain increased control over their lives
• Ability to decision –making in matters that
affect one’s life.Pursuing their own
goals,living according to their own
values,developing self-reliance,
 Women empowerment
• Redistribution of social power and control of
resources in favour of women
• Process that enables women to gain access to
and control of material as well as information
resources.
• INDICATORS OF WOMEN EMPOWERMENT
• Increase in self-esteem,individual and collective
confidence,knowledge,laws,health awareness
• Change in roles and responsibilities in family and
community
 Indicators of women empowerment
• Responses to changes in social customs like child
marriage,dowry,discrimination
• Visible changes in women’s participation
• Increase in bargaining power,ability to gather
information
• Positive changes in social attitudes
• QUANTITATIVE INDICATORS
• Demographic trends,participation in different
development programmes
• Control over community resources,change in physical
health status,literacy,participation in political process
 Equity and equality in relation with
caste,class,religion,culture,ethnicity
• EQUITY-Quality of being equal,impartial and even-handed
dealings
• based on the idea of moral equality ,people should be
treated as equals
• Equality with special previlages,equality with social justice
• Base on 3 principles-1.Equal life chances
• No differences in life chances
• 2.Equal concern for people’s needs
• Equal access to basic goods and services
• 3.Meritocracy-positions and rewards should be
distributed to reflect differences in effort and ability ,
based on fair competition
 Equality
• All human beings have equal worth
regardless of colour,gender,race or
nationality
• Deserve equal consideration and respect
because of their common humanity
• As a fundamental right-equality before law
and equality of opportunity
• Opportunity for good education,adequate
nourishment ,fair wage for labour
 Gender Equality
• Women and men have equal conditions for
realizing their full human rights .
• 3 dimensions
• Equality in access to and opportunities in
economic,political,social and other fields
• Equality before law
• Equality in dignity between men and women
 Caste
• Form of stratification in which one’s social position is
given for a lifetime
• Fundamental characteristics of Indian social
organization
• 4 major castes-Brahamins,Kshatriyas,Vaisyas and
Shudras
• caste is a man-made system based on religion
• Origin-occupation theory,clean and unclean jobs
• Results practice of physical and social distance
,untouchability
• Suffer from socio-economic and cultural disabilities
 Equity and Equality in Caste System
• 3 distinct levels of hierarchy-forward caste, middle and
lower caste
• Lower caste deprived of necessary resources and rights
• Discrimination based on caste continue unabated in
Indian society
• Land owing,cultural and economic
exploitation,politics,trade and business and educational
and intellectual power carried by upper castes
• Attitudinal change needed,principles of equality,human
rights needed to be implemented,basic education along
with scientific knowledge,industrialization,economic
development
 Measures to eradicate the social evil
of castiesm
• Attitudinal change needed,
• principles of equality,human rights needed to
be implemented
• basic education along with scientific
knowledge
• industrialization
• economic development
 Class
• Category or group of persons having a definite status
in society which permanently determine their relation
to other groups
• Social class is the aggregate of persons having the
same status in a given society
• Poor class,lower class,middle class,upper class
etc based on wealth,
FEATURES OF CLASS-class systems are fluid, class
positions are in some part achieved , economically
based , large scale and impersonal
class divisions in the society leads to massive
inequality in wealth,gaps in education etc
 Religion
• A system of beliefs and practices by means of
which a group of people struggles with ultimate
problems of human life.
• systems of belief and practice that help people
to find meaning in the world
• Important source of social solidarity,help to
create a moral community
• Also a factor in destructive social conflicts
• Religious fundamentalism is the greatest threat
to principles of equity and equality in many
religions
 Culture
• ‘Culture is that complex whole which
includes knowledge, beliefs ,arts, morals,law,
customs, and other capabilities and habits
acquired by a human as a member of society’
Tylor
• Lived experience of a group of people
• Some cultural practices enhance equity and
equality ,some others violate –glorify
casteism,superstitions,violence
 Ethnicity
• Refers to the cultural practices and outlooks
of a given community of people that set
them apart from others.
• Members share a distinct awareness of a
common cultural identity,separating them
from other groups
• Characteristics-language,history,religion,style
of dress
• Social phenomenon
 Role of family,caste,religion,culture and media in
equipping the pupil and their respective gender roles
in society
• FAMILY
• Most important agency that influences an
individual on gender role development
• Relation with father and mother is the first
experience of relation with males and females
• Children observe and imitate
• Gender identities are socialized within parents-
children relationship
• Through socialization of family we learn what is
appropriate and improper for both genders
 FAMILY
• Learn gender stereotypes from family background
• Playing with dolls for girls,playing with trucks for boys
• Parents speak and play differently with their male
and female children
• Punishments,messages influence children
• Parents expect children of different gender perform
different kinds of tasks
• Family is the space where personal destiny, value,
competence ,division of labour of men and women,
expectations on the future life, role of men and
women in the society are developed
 CASTE
• Importance in the contemporary social
organization of India
• Hereditary and largely based on occupation
• Strictly endogamous(marriage only within
castes)
• Well-established hierarchy between castes
• Caste preference for the spouse
• Social status,access to education,basic
necessities are based upon the caste
• Increase in violence rate against lower caste
 CASTE
• Determinant of behaviour pattern of the
people
• Caste based value norms and behaviour
patterns are common
• Every caste has its own unwritten patterns of
behaviour for its males and females
• They socialize males and females to fit into
the traditional gender roles
 RELIGION
• Dictates morality,ethics,religious laws and
accepted lifestyles.
• Prescribe appropriate roles for men and women
in society
• Normative claims about men’s and women’s
roles are present across all religions
• Conservative and fundamentalist religious
movements-opposed to gender equality
• Religious texts used as justification for gender
discrimination
 CULTURE
• Shapes the way of life of a human being
• Provide a set of social rules that men and
women behave in a particular manner
• Gender- shaped by culture,gender identities and
relations
• Attributes and behaviours appropriate to
women or men and relations are shaped by
culture
• Shape the way daily life is lived in the
family,community and workplace
 MEDIA
• Shapes the ideas,behaviour and concepts of general
public
• Medium to provide information to the masses in the
form news,entertainments and advertisements.
• Playing a vital role in changing bahaviour and
attitudes of people-shaping public opinions,personal
perceptions and beliefs
• Influencing social,cultural,economic, spiritual,
political and religious aspects of society
• Help to shape our world view and values-
good,bad,positive,negative,moral or evil
 MEDIA
• Does not always share a fair representation of women
• Media reinforces such stereotypes as: women as
housewives ,dependent,submissive and passively
suffer humiliations and physical violence
• As sex objects,beauty objects,home makers, victims
of violence,poverty,natural disasters
• News of violations of women’s human rights are not
covered always by the media
• Need for the widespread understanding that nation
cannot progress if half of its population are left
behind
 Module-2
Gender Studies:Paradigm Shift
• PARADIGM SHIFT FROM WOMEN’S STUDIES
TO GENDER STUDIES
• Women’s studies are concerned with subjects
relating to women,roles and contribution
• Interdisciplinary academic field-
politics,society , media,history
• Including media images of women,work and
economic issues,gender issues ,social
problems
 PARADIGM SHIFT FROM WOMEN’S
STUDIES TO GENDER STUDIES
• Seen as an area of academic inquiry and
theorizing
• Women’s contribution to society,perception
of their own lives,roots and structures of
inequality, etc
• Re-examination of conventional theories and
strategies for women’s development
• Promote and achieve equality for women
 PARADIGM SHIFT FROM WOMEN’S
STUDIES TO GENDER STUDIES
• In 1980’s ,the term ‘women studies’ replaced by
‘gender studies’
• Because the scope of women studies are narrow not
possible to understand the complex nature of social
relationship of women
• Another factor is feminist theories, opened up wider
possibility of the analysis of gender difference
• Gender studies seem to be inclusive,more attractive
to male students and academics,broad term deals
with gender from different viewpoints
 PARADIGM SHIFT FROM WOMEN’S
STUDIES TO GENDER STUDIES
• Gender,sex and patriarchy are addressed
with specific meanings in societal context.
• Family and marriage including issues of
women and reproduction,contributions of
Dalit,poor and working class women,LGBTQ
(lesbian,trgay,bisexuals,transgender,and
queer) are integral part of gender studies
 STATUS OF WOMEN
• Important area of gender studies
• Status -Social honour to women by other
members of society
• Subject to many changes over centuries
• Status of women remains secondary in India
even today
• Property inheritance,women’s freedom of
movements,violence against women,dowry
 Women’s status –Historical
perspective
• ANCIENT INDIA
• Very complicated one because of paradoxical statements
in different religious scriptures
• Some described ‘equal to men’,some others ‘in disrespect’
• Cultural history of India reveals women enjoyed the status
of ‘devi’(Goddess)
• Referred as ‘Sakthi’(power and strength)
• Brahma,Vishnu,Siva is accompanied by Sakthi
• No life is possible without this duality
• Concept of wife as ‘Ardhyangini’ (better-half) was
prevalent in India
 ANCIENT INDIA
• Though women enjoyed theoretical importance but in
practice she had a subservient position to man
• Generally seen that lower status with reference to power
and influence than men in family,community,religion and
politics
• Up to marriage protected by parents,during married life
looked after by her husband,after death of husband used
to spent her life under the roof of her children
• Some explained this inferior status as a result of
patriarchal code of living
• Rigid codes of behaviour in Brahmanical texts also
responsible for it
Women’s status in Medieval India
• Period between 11 to 18 century,witnessed
deterioration in the position of women due to
the impact of Muslim rule in many part of India
• Female infanticide,child marriage,purdah
system,sati and slavery were the social evils
affecting the position of women
• Curtailment of freedom of women in matters of
education,mate selection,public appearances
etc.
 Women’s status in British period
• Some substantial progress was achieved in
eliminating inequalities
• In matters of education,employment,social and
property rights etc
• Sati,purdah,female infanticide,child marriage,
inheritance,slavery,prohibition of widow marriage
and lack of women’s rights were attracted the
attention of British Raj.
• British rulers initially decided not to interfere the
social fabric of Indian people but first quarter of 20 th
century took some steps to abolish social evils
 Women in Independent India
• Substantial improvement after Independence
• Independence struggle helped emergence of efficient
women leaders all-over India
• Improved participation in Education, sports, politics,
media,art and culture , service sectors,science and
technology
• But half is far from satisfactory,only 54% women
literate,under-represented in governance,decision
making positions
• Face violence inside and outside family,workplace
,urgent need for the condition of women
 Women in Independent India
• Urgent need for the condition of women
• Demographic,health,educational,domestic,
occupational and legal status should undergo
positive and progressive changes
 Social Reform Movements
• Social reform movements arise with the aim of
bringing about changes on social structures,
social patterns and social process
• Against some oppressive and inhuman practices
• Many social reform movements took place in
India during 19th century
• Resulted in the change of status of women in
society
 Social Reform Movements
• Between 1820’s and 1850’s legislative
interventions and wider programme of
emancipation
• Brahmo Samaj in eastern India,Prarthana Samaj
in western India,Arya Samaj in northern
India,Theosophical society in southern India
• Enlightened thinkers like Raja Ram Mohan Roy
helped to change the status of women
• Abolition of infanticide,Sati system,child
marriage ,devadasi system,promoted marriage
of Hindu widows.
 Social Reform Movements
• Mrs Annie Besant,Dr. Sarojini Naidu,Kamladevi
Chattopadhyay and many others gave change
and betterment.
• Indian women actively participated in freedom
movement.
• Founding of Indian National Congress in 1885
and Mahatma Gandhi’s non-violent movement
was a step in the direction for social
reconstruction
• Women took equal initiative and participated in
all types of struggle
 Social Reform Movements
• Women’s participation in freedom movement
was very extensive
• All these contributed towards the
empowerment of women
• Made the women to enjoy equal privileges as
men
 Ethnicity,Disability and
Marginalization of Women in India
• Marginalization refers to individual or groups
who live at margins of society
• Face systematic disadvantage in their
interactions with dominant social,political,
economic institutions
• Marginalized individuals and groups-women,
SC,ST,Children,aged,disabled,poor migrants,
religious minorities,sexual minorities,AIDS
patients
• Subjected to various types of political,economic,
and social hardships
 Marginalization
• Social exclusion is one of the outcomes of
marginalization
• A process in which some people are ‘left out’
from mainstream of the society
• 4 dimensions-exclusion from labour market,
from adequate resources,from social
relations, service exclusion
• Women are marginalized on account of their
ethnicity and disability
 Ethnicity
• Members of ethnic groups see themselves as
culturally distinct from other groups in society
• Characteristics of ethnic groups-language,
history,religion,styles of dress,
• Ethnic differences are wholly learned,purely
social phenomenon
• Women belonging to SC,ST,poor migrants,
religious minorities are discriminated and
marginalized because of ethnic identity
• Face educational,health,political,economic and
social disadvantages
 Disabilities
• 1995 Act defines disability as’blindness,low
vision,leprosy-cured,hearing impairment,loco
motor disability,mental retardation and mental
illness.
• Person with disability means suffering from not
less than 40% of any disability as certified by a
medical authority
• Locomotor disability means disability of bones
,joints muscles leading to substantial restriction
of movement of the limbs or any form of
cerebral palsy
 Disability
• Persons with disabilities especially women experience
discrimination within the family and community
• Deny equitable access to resources,services and
opportunities for personal development
• Environmental barriers and attitudinal barriers can
lead to excluded from participating in social,civil and
political processes.
• Suffer from low self-esteem,low confidence,low
aspirations etc
• Women and girls with disabilities suffer double
discrimination-less access to education,health
services etc
 Important constitutional and legal
provisions for women in India
• General and specific provisions
• Equality to women,equality of status and
opportunity to all citizens
• Fundamental rights
• Art.14 Equality before law
• Art.15 Prohibition of discrimination on grounds
of religion,race,cast,sex,or place of birth
• Art .16 Equality of opportunity in matter of
public employment
 Directive Principles
• Art.39 Equal pay for equal work,promote
justice
• Art.42 To make provisions for securing just
and humane conditions of work and
maternity relief
• Art .46 Special care to weaker sections
• Art. 47 Raise the level of nutrition and public
health
 Fundamental duty
• Art 51 Promote harmony and brotherhood and
to renounce practices derogatory to the dignity
of women
• RESERVATION OF SEATS
• Art 243 D-Not less than one-third of seats to be
reserved for women in panchayats and
municipalitiy
• Not less than one-third of offices of
chairpersons to be reserved for women
panchayats and municipalitiy
 Legal provisions
• 1.Crime under Indian Penal Code
• Rape,kidnapping& Abduction for different
purposes,Homicide for Dowry,dowry deaths or
attempts,Torture both mental and physical,
Molestation,sexual harassment
• 2. Special Laws
• Dowry prohibition act,Factories act,Equal remuneration
act,Immoral traffic act, Protection of women from Domestic
Violence act 2005, Sexual Harassment of women at work
place act 2013,Family courts act 1954,Marriage Laws bill
2010,Maternity Benefit Act 1961,Medical Termination of
pregnancy act
 Contemporary period:
Recommendations of policy initiatives –Commissions and
committees,schemes,programmes and plans

• 1.BETI BACHAO BETI PADHAO

• Joint initiative of Ministry of Women,Child
development,Ministry of health and family
welfare and MHRD
• Objectives-prevention of gender biased sex
selective elimination
• Ensuring survival and protection of girl child,
education and participation of girl child
• Context was decline in child sex ratio(CSR)
CONTEMPORY POLICY INITIATIVES
• Decline from 945 in 1991 to 927 in 2001 and further to 918
in 2011
• Decline in CSR is a major indicator of women
disempowerment
• Pre-birth discrimination manifested through gender
biased sex selection
• Post –birth discrimination against girls
• Easy availability and misuse of diagnostic tools
• So coordinated and convergent efforts needed
• Beti Bachao Beti Padhao-national campaign focused multi
sectoral action in 100 selected districts low in
CSR,covering all states and UT’s
 2.National policy for the
Empowerment of Women,2001
• Goal-bring about the advancement, development and
empowerment of women
• OBJECTIVES
• Positive economic and social policies for women
• De-jure and de-facto enjoyment of all human rights-
social,political,economic,cultural,civil
• Equal access to participation and decision making of
women in social,political and economic life of nation
• Equal access to health care,quality education,
employment,social security etc
 OBJECTIVES
• Strengthening legal systems
• Changing societal attitudes and community
practices
• Mainstreaming a gender perspective in
development process
• Elimination of all form of violence against
women
• Building and strengthening partnership with
civil society,women’s organizations
3.National Mission for Empowerment
of Women
• Started in International Women’s day 2010
• Aim - promote all-round development of women
• Provide a single window service for all
programmes
• Named as Mission Poorna Shakti-vision for
holistic empowerment of women
• Focus areas-violence against women,declining
child sex ratio,prevention of child marriage,
trafficking ,right to education,training
programmes
4.National Commission for women
• Started in January 1992
• Review Constitutional and Legal safeguards
for women
• Recommend remedial legislative measures,
facilitate redressal of grievances
• Advise Govt.on policy matters
• Organizes workshops,seminars ,publicity
campaign against female foeticide,etc
 Module 3
Gender and Education
• THEORIES ON GENDER AND EDUCATION
• 1.SOCIALISATION THEORY
• Process by which people learn customs,
practices,ideas and behaviour of their culture
• Gender socialisation is a process through which
children learn about social expectations ,attitudes
and behaviours associated with one’s gender.
• Rewards for gender-appropriate behaviour and
criticism for inappropriate ones
• Knowledge about gender comes from many sources
of socialisation,including parents,peers and teachers
 Socialisation through Family
• First agent of socialisation
• Parents socialize sons and daughters differently
• Sons are allowed more autonomy at earlier age
than daughters
• Sons are often free from domestic duties
• Parents provide children first lessons about
gender
• Parents role inside and out side
family,statements influence children
 Socialisation through Family
• Parents treat girls and boys differently through
the encouragement of gender-stereotyped
activities
• Give different opportunities for development
• Differential treatment promotes certain
behaviours and self-images that recreate
preconceived cultural stereotypes about gender
• Gender-stereotypes are constantly re-created
and modified
 Socialisation through Peers
• Children learn about gender through their
interactions with peers
• Spending time with their friends ,boys and girls learn
what is appropriate for one gender or the other
• Gender socialisation can be direct or indirect
• Direct comments,negative reactions, interaction with
members
• Children spend more time interacting with their peers
,opportunities to socialize one another by
encouraging or discouraging particular behaviours
 Socialization through Peers
• Boys and girls spend large amounts of time playing
with same –sex peers and small amount of time with
other sex
• This pattern is known as gender segregation
• Begins by 2.5 to 3 years and increases in strength and
intensity through elementary school years
• socialized by peers of same gender
• Learn skills,competencies,and interests in their
interactions with same-sex peers
• Boys and girls interact and learn from each other
Socialization through Teachers/School
• Teachers are another source of gender
socialisation
• Teachers have gender expectations,model
gender roles and reinforce gender-
stereotypical behaviours in classrooms
• creating different activity centers for boys
and girls,treat them differently,
 Biological Theory of Gender Difference

• Regards gender identity and role arising from

biological processes
• From sex differences due to the chromosomal
differences in women and men
• Males and females experience different
exposure to hormones prenatally,again at
adolescence ,and during adulthood
• Different hormonal dosages can account for
some behavioural differences
• Differences in brain activity and development
 Biological Theory of Gender Difference

• Men are found to be more aggressive

competitive than women
• Females are more caring and sensitive
• This theory argues that boys and girls are
inherently different
• Findings reveals that though biological
factors influence gender behaviour ,they are
heavily modified by learning
 Structural Theory
• Explain the nature of social order and
relationship between various parts in society
by examining the functionality
• Gender differentiation contributes to the
stability of a society
• Gender roles arise from the need to establish
a division of labour within family
• Women-child care,men-hunting and waging
war
 Structural Theory
• Division of labour helps the smooth running of
family and stability of society
• Girls and boys taught different approaches to
life
• Boys –goal oriented,focus on tasks,concerned
for the relationship of family to outside societal
structures
• Girls-to express their emotions and to look for
and react to the emotions of others
• But today functionalist perspective is less useful
to describe the realities of gender
 Deconstructive Theory
• Originated in France in late 1960’s
• Proponents-Jacques Derrida,Foucault
• Asserts that institutions ,traditions,societies,
beliefs and practices do not have strict and rigid
boundaries
• Questions gender categories like men and
women
• Analytical notions of race,class,gender,women
and men are fragmented
 Deconstructive Theory
• Category of gender is constructed through
social forces across time,history,and place
• Categorical benefits must be deconstructed
in order to assess equality in educational
practice and outcome
• Research should examine and exploit how we
come to understand the meaning of gender
 Gender identity and Socialization
Practice
• Gender identity serves as a social identity
• Person’s sense of self as a male,female or
another gender
• Most basic elements of human identity
• Everyone subconsciously acts out gender and
reflects gender in dress,mannerism
,recreational activities etc.
 Gender Identity:Role of Family
• Plays important role in the formation of gender
identity in children
• 3ways of gender identity formation
• 1.By ascription
• 2.By identification
• 3.By discovery of resemblances between oneself and
parent
• Parents ascribe gender status to new-borns when
they treat them differently
• Symbols and languages shapes the conception of
gender roles
 Gender Identity:Role of Family
• Language used by families ,boys-strength and
agility,girls-affection,expressivity,gracefulness,
• Different treatment of babies by families serve to
shape behaviour patterns
• Children imbibe gender identity from family through
identification with parents
• Son and daughter will internalize messages and cues
that promote likewise behaviour later in life
• These identities that are internalized during child
socialization serve to create highly differentiated
world of acceptable behaviour
 Role of Schools
• Teachers,peer culture,curriculum content and
school ambience play an important role in the
development of gender identity
• Teachers attitudes may reflect biases toward
girls and boys
• Expect girls to handle daily cleaning,boys to
manual work
• Boys generally enjoy more challenging
interactions with teachers,dominate classroom
activities,receive more attention through
criticism ,praise,help etc
 Role of School
• Boys imbibe traits attached to masculinity like
authority,control over resources and violence
• Gender segregation in elementary school is a
significant component of childhood socialisation
and gender identity development
• Students sit in same sex pairs or groupings in
classroom
• Sit- in separate parts of the classroom and play
in separate groups at recess
 Role of Peers
• Peer groups has an influence on the
development of gender identity
• Peer group membership plays a critical role in
self-appraisal
• Individual is motivated to create and
maintain the norms of the group in order to
achieve a positive gender identity
• Boys and girls spend large amount of time
playing with same –sex peers
 Role of peers
• Opportunities to socialize one another by
encouraging or discouraging particular
behaviours,by modelling or creating norms
• The more time children spent with peers of
same-sex group,more similar in interest,
behaviours,and interactional styles
• Boys and girls have different experiences and
learn skills, competencies and interest in
their interaction with same- sex peers
 Role of Community
• Sense of cohesiveness among a group of
people forms community
• Group of people living in a particular area
sharing the same basic values,organization
and interests
• Ties of shared
blood,language,history,territory and culture
• Sense of togetherness lies in the soul of every
individual
 Role of Community
• Culture is the distinctive patterns of ideas,
beliefs,and norms which characterise the way of
life and relations of the members
• Culturally determined gender ideologies define
rights and responsibilities
• Culture and tradition used by men to justify
practices
• In some communities systematic ,unfavourable
treatment of individuals on the basis of their
gender,denies rights,opportunities
 Role of Community
• Women are treated unequally and less value is
placed on their lives
• Women’s differential access to power and
control of resources is central to this
discrimination
• Within the household women and girls face
discrimination in sharing out of household
resources including food
• Lack of representation in decision making bodies
• Discrimination in schooling and health care
 Schooling of Girls:Inequalities and
Resistance in Education
• 2011 census,literacy rate 74.04%,female-
65.46%,male-80%
• Majority of poor children,girls in rural areas, SC,ST
children are deprived of basic education
• Dropout rate of girls from marginalised and rural
sections ,from the upper primary level is extremely
high
• School discontinuation rates of rural girls are twice as
high as that of boys
• Surveys show 1 out of 100 girls enrolled in class1
reaches class 12 in rural areas,14 out of 100 in urban
areas
 Resistance in Education of the Girl
Child
• Major reason-poverty in the family
• Girls provide free labour at home for family
• Better payoff than going to school
• Attend school is not valuable to whole family
• Strong feudal agrarian culture,subordination
and oppression of girls,women and Dalits,
corruption in political affairs
• Cultural practice of dowry,educated girl is more
expensive to marry off
 Resistance in Education of the Girl
Child
• Patriarchal mind-set -another reason
• Male inheritance and property ownership
,early marriage,witch hunting,violence
against women,trafficking
• Hostile environment,poor teaching,non-
comprehension ,cost of education,difficulties
of coping with school environment
• Poor sanitary facilities
Govt.initiatives for promoting of girls
education

• Report of Kothari Commission 1964-66

• National policy on Education1986,RNPE 1992
• Non-formal Education Programme 1979-90
• Operation Blackboard 1986
• Total Literacy Campaigns
• DPEP,SSA
• Mid-day meal schemes
 Govt.initiatives for promoting of girls
education
• Specific National Programmes
• 1.MAHILA SAMAKHYA PROGRAMMES 1988
• Aims to benefit women of all ages
• To integrate formal and non formal education for girls
• Education schemes for adult women
• Providing vocational training for girls and women
• Seek to build perspectives and develop capacity of
poor women to address gender and social barriers to
education
Govt.initiatives for promoting of girls
education
• 2.National Programme for Education of Girls at
an Elementary Level 2003
• Integral component of SSA
• Distribute free textbooks for girls,construct
separate toilets,conduct bridge camps for older
out-of-school girls
• Aimed at ensuring 50% of newly recruited
teachers are female and learning material
should be gender sensitive
• Intends to mobilize effective community efforts
Govt.initiatives for promoting of girls
education
• 3.Kasturba Gandhi Balika Vidyalaya 2004
• Establishing residential schools at upper
primary level for girls belonging to SC,ST,OBC
• Facilitating retention of girls in schools,
ensuring effective participation of girls in
education
• Developing and promoting facilities to
provide access to girls belonging to SC and ST
Govt.initiatives for promoting of girls
education
• 4. Saakshar Bharat Mission 2009
• Promote and strengthen adult education of
women
• Including literacy ,basic education,vocational
education,physical and emotional
development,practical arts,applied science,
sports and recreation
• 5.Beti Bachao Beti Padao Yojana 2015
• Promote gender sensitisation,awareness against
female foeticide and education of girls.
 EDU 401 :Gender , School and Society
Marks
• 1.Write a short note on masculinity and feminism 2
• 2. What are the roles of family in equipping the child
for practicing the gender roles 2
• 3.Briefly describe about the institutions redressing
sexual harassment and abuse at National,State and
School level 3
• 4.Analyse the influence of government initiatives for
empowerment of women in India 4
• 5.Explain the constitutional and legal provisions for
women in India 4
• 6.Explain the major theories on Gender and
Education 10
 Module 4-Gender Issues in Curriculum

• Gender balanced curriculum ensures that content of

instruction is unbiased and non-discriminatory to
both sexes
• To create a fair school curriculum for the realization
of the needs ,aspirations and human rights of both
sexes
• For the balanced development of human persons
 4.1 Gender,Culture and institutions:
Interrelation of class,caste,religion and region

• Gender and Culture

• Gender is a social and cultural construct
• Expectations about attributes and behaviours
appropriate to men or women are shaped by culture
• Gender identities and relations are important aspects
of culture
• Shape the way daily life is lived in family, community
and work place
• Cultural meanings of being male or female function as
an organizing principle for society
• Evident in division of labour according to gender
 Gender and Culture

• Patterns and explanations differ among societies

and change over time
• Specific nature of gender relations varies among
societies
 Gender and Institutions
• Social institutions are formal cultural structures devised to
meet basic social needs
• Includes family,religion,education,economy, politics,mass
media,sports,science and medicines etc
• Living entities that are continually being renewed and
reshaped
• Change is shaped by many factors –globalization,new
technologies,environmental pressures,development
projects
• Change also results from deliberate efforts to influence
values

•
 Gender Inequality in terms of
Class,Caste,Religion and Region
• Gender inequality results from inte-sectionality of
caste,class,religion,region, culture and ethnicity
• Inter-sectionality refers to interweaving of social
inequality,including class,gender,
ethnicity,religion,region and disability which produces
more complex patterns of discrimination than single
• Different source of inequalities can be seen as
primarily additive to each other
• Interactive presence of features of deprivation like
caste,class,religion ,culture and ethnicity massively
impoverish women
 Curriculum and the Gender Issues

• Curriculum determines purpose and content of

education,mode and length of delivery and
guidance material for educators
• School curriculum should be constructed on the
principle of ‘gender main streaming’
• A strategy for making women’s as well as men’s
concerns and experiences an integral dimension
of the design, implementation, monitoring and
evaluation of policies and programmes so that
women and men benefit equally
• Ultimate goal is to achieve gender equality
Curriculum and the Gender Issues
• Curriculum should address global patterns to
inequality between women and men,reasons of
violence against women,lack of political
participation
• Textbooks are an integral aspect of curriculum, and
an important and influential mechanism through
which children are exposed to ideas about gender
Curriculum and the Gender Issues
• Textbooks should be free from gender stereotyping
• Many Indian textbooks men and women are
portrayed in stereotypical roles and professions
• Women-engaging in domestic and care giving
tasks,men-leadership or professional roles
• Rarely represent actual roles,reinforce traditional,
differentiated roles than actually exist in society
 Curriculum and the Gender Issues

• Textbook should eliminate discriminatory gendered

representations
• Should portray an egalitarian gender system, a
positive image of women by emphasizing their
contributions
• Gender-just and empowering curriculum , positive
messages about equality between women and men
needed
 Gender and the Hidden Curriculum
• Unspoken and unofficial norms,behaviours and values
that children learn at school in addition to the official
curriculum
• Implicit in the structure and ambience of educational
institution
• Students imbibes their roles in life indirectly from
hidden curriculum
• Also influences children’s approach to gender issues
• Differential task assignments and sexual division of
labour in school
• Segregated seating,separate lines for girls and boys,
different strategies for discipline,etc
 Gender and the Hidden Curriculum
• Hidden curriculum reinforces traditional gender
roles
• Women are suited to looking after and teaching
the young
• if in schools men are over-represented and
women under-represented on the higher
teaching scales
• women are employed in positions subordinate
like peons may reinforce traditional gender roles
 Teacher as an agent of change
• Torchbearers of race and guardian of future
mankind
• Facilitator in teaching-learning process, teachers
enable students to discover their
talents,potentialities ,develop character,values
• Promote critical reflection on traditional gender
relations existing in our society
• Teachers and educators influence the gender
roles of their students-gender socialization
• Mould gender roles of students
 Teacher as an agent of change
• Mould gender roles of students
• Special role in ensuring gender equality in
educational institutions
• Integrate experiences and needs of both female
and male students into all educational practices
• Overcome traditional gender relations through
education
• Ensure all students have equal importance in the
educational process
 Teacher as an agent of change
• Promote the principles
• 1.Gender sensitive classroom/school processes
• 2.Gender sensitive teaching approaches
• 3.Gender sensitive learning approaches
• 4.Gender sensitive management structures
• 5.Distribution of resources and facilities without
any gender discrimination
• 6.Use of gender neutral language
 Gender and family life education
• Educational effort to prepare individuals and families
for the roles and responsibilities of family life
• Aspects like economics,education,work-family
issues,parenting,sexuality,gender issues
• Knowledge about healthy family functioning
• Tries to inculcate the skills and knowledge needed for
healthy family life
• Strong communication skills,knowledge of human
development,good decision making skills,positive self
–esteem,healthy interpersonal relationship
 Gender and family life education
• Objectives of formal inclusion of family life
education are: gaining insight into one’s self and
others
• Acquiring knowledge about human
development and behaviour in the family
• Understanding marital and family patterns and
processes
• Acquiring interpersonal skills for present and
future family roles
• Building strengths in individuals and families
Objectives of family life education
• Understand the importance of family,its
changing composition and structure,functions,
roles and responsibilities,interrelationship
• Appreciate physical,physiological,
psychological,and social changes and
developments during the process of growing up
• Understand significance of marriage,responsible
parenthood,gender roles
• Develop positive attitude and responsible
behaviour towards various issues of family life
 Major components and contents
• 1. Concept of family:definition of family,types-
nuclear,joint,functions of family,family roles,
resources,welfare
• 2.Marriage,early childhood care and education
• 3.Gender roles and values in family life-Equality
and equity based on harmonious partnership
between male and female members
• 4.Process of growing up: physical change and
development ,socio-cultural
development,gender roles
 Major components and contents
• 5.HIV/AIDS: Basic information
• 6.Drug Abuse.factors promoting drug
abuse,symptoms,effects,prevention and
responsibility
 Module-5
Gender Issues in the Society
• 1. Linkages and differences between reproductive
rights and sexual rights
• Essential component enshrined in the Universal
Declaration of Human Rights
• Reproductive rights are the rights of the couple to
decide whether to have children, how often and when
to do so.
• To decide freely and responsibly-no. of children the
couples wish to have,reasonable gap between
children,to have the information and means to do
so,attaining the highest standard of sexual and
reproductive health
 1. Linkages and differences between
reproductive rights and sexual rights
• Sexual rights-right of all persons,free of
coercion,discrimination and violence,to receive highest
attainable standard of health in relation to sexuality,
• To seek and impart information in relation to sexuality
• To receive sexuality education
• To have respect for bodily integrity,
• To have a free choice of partner
• To decide to be sexually active or not
• To have consensual sexual relations,consensual marriage
• Decide whether or not and when to have children
• To pursue a satisfying,safe and pleasurable sexual life
 Areas of conflict in gender
issues:social and emotional
• Gender refers to culturally expected behaviours
of men and women based on roles,attitudes
and values ascribed to them on the basis of their
sex
• Gender is most apparent in the social
differences between females and males
• Differences between males and females are
learned and deeply rooted,cultural,contextual
• Ethnicity,religion,class,sexual orientation
 Areas of conflict in gender
issues:social and emotional
• Gender roles and relations, rights, responsibilities ,access
to resources and life options giving rise to conflict
between these groups
• Gender related conflict results in violence and men’s
domination
• Nature of male domination differs by
classes,castes,races,ethnic or sexual groups
• Hindu newpaper survey 2014-4 out of 10 women in India
have no say in their marriage,8 out of 10 need permission
to visit a doctor,6 out of 10 practise some form of head
covering
• Average Indian household gives over Rs.30000 in dowry
 Impact of social media on life of
students
• online means of communication used by large
number of people to share information and to
develop social and professional contacts
• New world of social networking allows free
sharing of thoughts
.eg.facebook,Twitter,WhatsApp,Instagram etc
• People use social networking to stay
connected,make friends and satisfy their social
needs.
 Impact of social media on life of
students
• Darker side of social media is that it allows one
to create online identities that the real world
does not allow
• Identity crisis
• Habits that students learn are decided more by
what their friends do and less by the teaching of
parents
• Frequent fluctuations in mood and self-control
• Actions that attract more public attention hold
more value
 Impact of social media on life of
students
• Uploading of profile picture affects the mood of
friends,produces stress,anxiety,fear about their
identities,depression
• Students neglect their studies by spending time
on social net working websites
• Too much involvement can lead to an addiction
that inculcates bad habits.
• Waste of time,does not lead to natural, friendly
experience,absence of healthy relationship
 Impact of social media on life of
students
• Lasting impact on every aspect of human life
• Affects values of socio-cultural and ethical
domain
• Potential to manipulate people’s attitude and
opinions
• Fostering tolerant multicultural,multi-
religious and multi-ethnic society
• Perpetuate stereotype images of sex and
gender
 Impact of social media on life of
students
• Powerful tool to form public consciousness and raise
issues that violate the right and dignity of a person
based upon sex and gender
• Great role in creating social consciousness to stop
gendered violence,injustice, and discrimination
• Cases are coming to light because of media
• Media have been paying a redeemer role not only by
publishing every unwanted incidence but also
unearthing other socio-cultural evils
• Media became all-pervasive force which can
create,recreate or devalue gender conception of
gender justice,equality and inclusiveness
 Sexual Harassment
• Bullying or coercion of a sexual nature in
exchange for sexual favours
• Occur in schools,factories,academia
,Hollywood etc
 Understanding the importance of addressing sexual
harassment in family,neighbourhood and other formal and
informal institutions

• Violation of a person’s fundamental rights to

equality and life
• Problem experienced by women in family,in
workplace etc
• Defined as unwelcome sexually determined
behaviour,such as:physical contact,a demand
or request for sexual favours ,sexually
coloured remarks showing pornography,any
other physical,verbal or non-verbal conduct
of a sexual nature
 Understanding the importance of addressing sexual
harassment in family,neighbourhood and other formal and
informal institutions

• If it is not addressed , it will worsen and

become more difficult to remedy as time
goes on
• Produces far-reaching ‘ripple effect’wherever
it occurs
• Affected by emotional,physical and often
financial repercussions of sexual harassment
• Extends to co-workers,classmates,friends and
family members
 Prevention of sexual harassment
• Public awareness through educational programmes
• Rules/regulations of Govt. and public sector bodies
relating to conduct and discipline should include rules
prohibiting sexual harassment
• Provide a appropriate penalties
• Appropriate work conditions should be provided
• No hostile environment towards women at work
place
• No employee women to believe that she is
disadvantaged with her employment
 Gender related violence
• Obstacle to the achievement of the objectives of
equality,development and peace
• Any act of violence that results in physical, sexual or
psychological suffering to women
• Physical,sexual and psychological violence occurring
in family-battering,sexual abuse,dowry-related
violence,non-spousal ,exploitation,forced
prostitution,abortion
 Gender related violence
• Domestic,public,physical,emotional and
mental violence affect her status in society
• Foeticide,infanticide,medical neglect,child
marriage,bride burning,sexual abuse,forced
marriage,rapes,prostitution,sexual
harrassment etc.
• NCRB report-a crime has been recorded in
every 3 minutes
 Family and domestic violence
• Violence within homes
• Includes harms or injuries which endanger
women’s health,safety,life,well-being
• Can be male’s or female’s atrocities towards
another male or female
• May be physical,sexual,verbal ,emotional and
economic abuse
• More than55% of women suffer from
domestic violence
 Family and domestic violence
• Due to lack of understanding between couple
as well as the family
• Affects women’s productivity in all forms of
life
• Affect the life of children
• Violence leads to maintaining distance from
the partner
• Marriage life become a burden to the spouse
and opt for divorce
 Violence in school

• Global problem
• Peer-to-peer violence,bullying,corporal
punishment,sexual abuse,neglect,verbal and
emotional abuse,harassment etc
• Bullying is a common behaviour in schools,making
threats by aged children,spreading rumours,attacking
physically or verbally,
• Bullying may be verbal,social and physical
• Verbal bullying-teasing,sexual comments,taunting
and threatening to cause harm
 Violence in schools
• Social bullying-relational bullying,hurting
someone’s reputation,spreading rumours
• Physical bullying-hurting a person’s body,
hitting,kicking,pinching,spitting,rude hand
gestures etc
• Cyber bullying-use of internet,mobile
phones, other digital technologies to
threaten or abuse children
 Violence in schools
• Corporal punishment takes many forms in
schools
• Boys suffer greater violence than girls
• Lack of awareness about children’s rights
• Ineffective and poor educational
environment, high teacher student ratio,poor
teacher training,pressure to teach huge and
irrelevant syllabi leads to frustration among
teachers
 Violence in schools-remedies
• Change in classroom techniques,promote
awareness of child rights,rules regarding
behaviour in school,support of adults and
parents
• Encourage student’s participation in school
governance,legal prohibition,strong
enforcement of laws
 Violence in work place
• Violence or threat of violence against workers
• Physical or mental mistreatment and improper
use of power to threaten employees
• Violence can be emotional,financial,
psychological,sexual or physical
• Bullying-behaviour intended to cause fear,
intimidation,humiliation or harm to another
person’s body,feeling,self-esteem,reputation or
property
d.National Commission for Protection
of Child Rights(NCPCR)
• Set up in March 2007 under Commission for
protection of child rights Act ,2005
• Ensure all laws,policies,programmes and
administrative mechanisms are in
consonance with child rights
 Violence in workplace
• Harassment,sexual violence etc
• Duty of the employer to provide safe and
healthy working conditions
 Media and violence(print and
electronic)
• Every broadcasting and telecasting medium-
television,radio,newspaper,magazines,
telephone,fax and internet
• Powerful tool in developing value systems
and shaping behaviour
• Promote consumerism and commercial
gains, crossing the boundaries of decency
and morality,racial and sexual stereotyping
 Impacts on children
• Become ‘immune’ or sensitive to horror of
violence
• Accept violence as a way to solve problems
• Start imitating violence
• Try to identify themselves with certain
characters,victims or victimizers
• Viewing of violence by children causes greater
aggressiveness
• Make media more responsible and accountable
 Institutions redressing sexual harassment and
abuse-national,state and school levels
• (a).National Commission for Women
• Set up as a statutory body in January 1992
• Review the Constitutional and legal
safeguards for women
• Recommend remedial legislative measures
• Facilitate redressal of grievances
• Advise Government on all policy matters
affecting women
 b.The Kerala Women’s Commission
• Came into force in 1996 headed by Sugatha
Kumari
• Performs on all matters relating to women’s
problems
• Inquire the complaints of any unfair practice and
take on decisions
• Responsible to improve social status of women
• Ensures equal opportunity to women in state
public service and recommends it to
government action
 c.The Protection of Women from
Domestic violence Act,2005
• Prevent violence against women and to
protect the rights of aggrieved women
• Passed by the Parliament in 2005
• Every women ,deprived of their right to life
by the act of husband or relatives can file a
complaint to protection officer
• It will be considered as evidence of the
offence
 e. Protection of Children from sexual
Offences Act(POCSO) 2012
• Came into force on 20th June 2012.
• Act was formulated in order to effectively
address crimes of sexual abuse of children
• Defines child,below 18 years of age
• Ensure healthy physical,emotional,intellectual
and social development of child
• It defines different forms of sexual abuse
• Sexual
assault,harassment,pornography,trafficking etc
 e. Protection of Children from sexual
Offences Act(POCSO) 2012
• Act prescribes stringent punishment as per the gravity of
offence-rigorous imprisonment for life
• Mandatory reporting of sexual offences
• Casts legal duty upon person who has knowledge about
child abuse
• He may be punished with six months imprisonment or
fine
• Act also casts the police in the role of child protectors
during the investigative process
• Urgent arrangements for care and protection of child
• Required to bring matter to the attention of CWC within
24 hrs
 e. Protection of Children from sexual
Offences Act(POCSO) 2012
• Makes provisions for avoiding re-victimisation of
child
• Provides for special courts that conduct trial in-
camera without revealing identity of child
• Case of child sexual abuse must be disposed
within 1 year
• Provides Special Court to determine
compensation to be paid to a child
• Makes different agencies of the State –Police,
judiciary ,child protection machinery,
collaborators in securing justice to abused child
 Child protection and Right to
protection
• Protection of children from violence, exploitation,abuse
and neglect
• UNICEF defines the set of laws,policies, regulations and
services needed across all social sectors to support
prevention and response to protection-related risks
• 9.2 million children under the age of 5 die each year from
preventable causes
• 1 in 4 children under the age 5 are underweight,stunting
their motor and cognitive development
• Over 101 million children are out of school,half of them
are girls,1 in 6 children in developing countries are
engaged in child labour
 Child protection and Right to
protection
• Universal declaration of human rights in 1948
states that ‘all human beings are born free
and equal to dignity and rights’
 Child abuse
• Physical abuse
• Child sexual abuse
• Neglect
• Psychological abuse
 Child Rights
• Specialized human rights that apply to all human
beings below the age of 18
• Minimum entitlements and freedoms that
should be afforded to all persons below the age
of 18 regardless of race,colour,gender,
language,religion,opinions,origin,wealth,birth
status or ability and therefore apply to all
people everywhere.
• Right to survival,protection, participation,
development
 Child protection
• Prevention to the incidence of abuse,
exploitation,violence and neglect of children
• To have access to their other rights of survival
,development,growth and participation
• Keeping children safe from a risk or perceived
risk to their lives or childhood
• Ensuring that children have a security net to
depend on, and if they happen to fall through
the holes in the system,the system has the
responsibility to provide necessary care and
rehabilitation to bring them back into safety net.
 Gender and Ethics
• Ethics is the branch of knowledge that deals with moral
principles
• Traditional ethical principles were outcome of a patriarchal
mode of thinking
• Gender ethics provides an important corrective to the
predominantly male perspective in morals,customs and
traditions of a society
 Gender and Ethics
• Feminist thinkers argue that ethical consideration
should vary by gender
• Feminist norms and values offer alternatives to
traditional patriarchal ways of seeing ethics
• Commitment to social justice,equality and democracy
,responsibilities for children are met adequately and
shared by all
• Values like love,care,strength,courage,
independence,co-operation,respect, justice,
honesty,sensitivity,fairness,morality and commitment
should be universal and attained by all ,irrespective of
their gender
Scanned by TapScanner
Scanned by TapScanner
Scanned by TapScanner
Scanned by TapScanner
Scanned by TapScanner
Scanned by TapScanner
Scanned by TapScanner
Scanned by TapScanner
Scanned by TapScanner
Scanned by TapScanner
Scanned by TapScanner
Scanned by TapScanner
Scanned by TapScanner
Scanned by TapScanner
Scanned by TapScanner
Scanned by TapScanner
Scanned by TapScanner
Scanned by TapScanner
Scanned by TapScanner
Scanned by TapScanner
Scanned by TapScanner
Scanned by TapScanner
Scanned by TapScanner
Scanned by TapScanner
Scanned by TapScanner
Scanned by TapScanner
Scanned by TapScanner
Scanned by TapScanner
Scanned by TapScanner
Scanned by TapScanner
Scanned by TapScanner
Scanned by TapScanner
Scanned by TapScanner
Scanned by TapScanner
Scanned by TapScanner
Scanned by TapScanner
Scanned by TapScanner
Scanned by TapScanner
Scanned by TapScanner
Scanned by TapScanner
Scanned by TapScanner
Scanned by TapScanner
Scanned by TapScanner
Scanned by TapScanner
Scanned by TapScanner
Scanned by TapScanner
Scanned by TapScanner
Scanned by TapScanner
Scanned by TapScanner
Scanned by TapScanner
Scanned by TapScanner
Scanned by TapScanner
Scanned by TapScanner
Scanned by TapScanner
Scanned by TapScanner
Scanned by TapScanner
Scanned by TapScanner
Scanned by TapScanner
Scanned by TapScanner
Scanned by TapScanner
Scanned by TapScanner
Scanned by TapScanner
Scanned by TapScanner
Scanned by TapScanner
Scanned by TapScanner
Scanned by TapScanner