Unit II. Gender studies: paradigm shifts

Course

Course-VI (1.4.6) — Gender, School and Society

The Paradigm Shift from Women's Studies to Gender Studies

A "paradigm shift" means a fundamental change in how we think about a subject. In the 1970s, universities introduced "Women's Studies" to highlight women's hidden histories and address their social exclusion. However, scholars soon realized that focusing solely on women was incomplete. You cannot truly understand a woman's lack of power without also analyzing masculinity, societal power dynamics, and other identities. By the 1980s and 1990s, the academic focus shifted to "Gender Studies." This new approach examines gender as a relational system that affects everyone. It explores how society builds the rules for masculinity and femininity, and includes the experiences of transgender and non-binary individuals.

Example

In a traditional "Women's Studies" approach, a teacher might simply dedicate a lesson to listing famous female scientists. In a "Gender Studies" approach, the teacher leads a discussion on why society historically pressured boys into science and pushed girls toward home economics, and how this stereotyping harms both groups today.

Why this matters for a teacher: Understanding this shift helps teachers move from just "helping girls" to actively dismantling harmful gender roles for all students in the classroom.

Historical Backdrop: 19th and 20th Century Social Reform Movements

Modern gender equity in Indian education was built on the struggles of key social reformers who fought against rigid, orthodox traditions.

• Raja Rammohan Roy: He fought fiercely against discriminatory social practices and was instrumental in the abolition of Sati in 1829. He advocated for modern, rational education and argued for women's property rights, laying the earliest groundwork for treating women as independent individuals.
• Pandit Iswar Chandra Vidyasagar: A pioneer for women's education in Bengal, he successfully campaigned for the Hindu Widows' Remarriage Act of 1856. He championed the idea that girls were capable of rigorous academic study and helped establish several girls' schools, including his association with the historic Bethune School.
• Swami Vivekananda: He believed that a nation could not progress if its women were left behind, famously stating that a bird cannot fly on only one wing. He advocated for a type of women's education that focused on self-reliance, fearlessness, and character-building rather than just domestic duties.
• Rabindranath Tagore: Breaking away from strict colonial and patriarchal norms, Tagore founded Visva-Bharati University in 1921. He was a strong proponent of co-education, bringing young men and women into the same classrooms to learn holistically in a natural environment.
• Begum Rokeya (Rokeya Sakhawat Hossain): A visionary feminist educator, she wrote the pioneering 1905 story Sultana's Dream. Battling the strict purdah system, she went door-to-door to convince reluctant parents to educate their daughters, formally establishing the Sakhawat Memorial Girls' High School in Calcutta in 1911.

Example

Instead of just teaching history as a list of British laws, a teacher can share the story of Begum Rokeya hiring horse carriages covered in sheets so girls could travel to school without breaking community purdah rules. This shows students that their seat in the classroom is a hard-won historical right.

Why this matters for a teacher: Knowing this history reminds educators that equal access to education was fought for by local heroes, inspiring them to protect these rights today.

Commissions and Committees on Women's Education and Empowerment

After Independence, the Indian government formed expert committees to fix the massive gender gap in literacy and schooling.

• National Committee on Women's Education (1958): Chaired by Durgabai Deshmukh, this was the first committee of its kind. It boldly recommended that women's education must be treated as a special, urgent problem and that funding must be specifically allocated to close the gap between boys and girls.
• Hansa Mehta Committee (1962): This committee looked specifically at school syllabi. At the time, people debated whether girls should learn different subjects than boys. The committee made a revolutionary recommendation: there should be no differentiation in the curriculum for boys and girls at the primary stage, effectively rejecting the idea that girls should only be taught domestic skills.

Example

Before these committees, a school might automatically enroll all girls in needlework and all boys in woodwork. Thanks to the Hansa Mehta Committee's framework, a modern school offers the same mathematics, science, and arts curriculum to every child, regardless of their sex.

Why this matters for a teacher: Teachers are the daily implementers of these policies, ensuring they never limit a student's subject choices or academic potential based on their gender.

Policy Initiatives and Current Laws on Transgender and Third Gender Recognition

For decades, the Indian education system recognized only male and female students, leaving out gender-diverse individuals. This is changing through modern legal frameworks.

• The NALSA Judgement (2014): The Supreme Court of India legally recognized transgender individuals as a "third gender," granting them fundamental constitutional rights, including the right to education without discrimination.
• Transgender Persons (Protection of Rights) Act, 2019: This law strictly prohibits discrimination against transgender individuals in educational institutions. It legally mandates that schools provide inclusive education and equal opportunities for sports, recreation, and learning.
• National Education Policy (NEP) 2020: NEP 2020 officially introduces a "Gender Inclusion Fund." This dedicated budget is designed to build the nation's capacity to provide equitable, high-quality education specifically for girls and transgender students, funding things like safe sanitation, bicycles, and community sensitization.

Example

Under these current laws, if a transgender student applies to a school, the admission form must include a "Third Gender/Transgender" checkbox. The school administration must also ensure the student is protected from bullying and has access to safe, gender-neutral washrooms.

Why this matters for a teacher: Teachers are legally and morally obligated to create safe, inclusive classrooms where transgender students are protected, respected, and given an equal chance to succeed.

Key Terms

• Paradigm Shift: A fundamental change in the basic concepts and experimental practices of a discipline.
• Gender Studies: An academic field that analyzes gender identity, gender representation, and the power dynamics between different genders in society.
• Curriculum Differentiation: The historical practice of teaching different subjects to students based on their sex (e.g., home science for girls, advanced math for boys).
• Gender Inclusion Fund: A financial provision under NEP 2020 aimed at ensuring equal educational access for girls and transgender students.

Quick Recap

• Academic focus shifted from "Women's Studies" to "Gender Studies" to examine how gender roles affect everyone in society.
• 19th and 20th-century reformers like Vidyasagar and Begum Rokeya actively defied social norms to open schools and establish education rights for girls.
• The Hansa Mehta Committee (1962) was pivotal in ensuring boys and girls study the same curriculum.
• The NALSA Judgement (2014) and the Transgender Persons Act (2019) legally protect transgender students' right to inclusive education.
• NEP 2020 targets educational equity through a dedicated Gender Inclusion Fund.

Further Reading

• Report of the National Committee on Women's Education (1958-59)
• Transgender Persons (Protection of Rights) Act, 2019
• National Education Policy (NEP) 2020