Search

This paper offers gendered accounts of girls' schooling and childhood from urban India. It challenges global 'girl effect' narratives by grappling with the interplay of poverty and caste patriarchy and how it shapes families' struggles and concerns and girls' (re)productive labour, (un)freedoms and classroom experiences. Moving beyond the notion of 'multiple childhoods' it develops a conceptual framework that accounts for the way the state, the market, economic inequalities and local patriarchies inscribe poor girls' schooling and work. Drawing upon ethnographic work with Class VIII students in a state school it also unpacks girls' negotiation of classed and casted patriarchies. [ABSTRACT FROM AUTHOR]

Objective: Using a participatory action research (PAR) model, this paper reports on findings from a mixed-methods study which aimed to discover whether specifically developed health education resources (A Germ's Journey) aid children's understanding of health-hygiene principles, and how these findings can inform the future development of culturally relevant resources to teach children in low- and middle-income countries about the association between bacteria, handwashing and disease. Design: Educational health-hygiene workshops were conducted at 13 case study sites (n = 651) in collaboration with local organisations in Ahmedabad, India. During Phase 1 of the study, children's and teacher–trainer workshops were conducted using UK resources. Following suggestions from local teachers, a Gujarati book was co-created and in Phase 2, workshops (using the Gujarati book) were delivered. Methods: Data were collected from children using quasi-experimental methods, using pre-workshop questions, follow-up questions, observations and baseline and post-workshop assessments. Data were collected from teachers using questionnaires. Results: Following teacher–trainer workshops during Phase 1 of the study, 100% of teachers stated that they would use the resources with their pupils in the future. Two months after participating in the workshops, 60%–73% of children knew how germs can cause illness, and 76%–80% knew how to remove germs from hands. When assessed during Phase 2 of the study, 54% of children scored higher after the intervention, showing an increased understanding of microbiology after using the resources. Conclusion: The results indicate that children had an improved understanding of the causes of bacterial disease and the health implications of not using adequate health-hygiene practices. Recommendations for the future development of resources include the use of a PAR model of research, co-creation with end users, and working alongside local organisations and participants in order to access 'hard-to-reach' areas. [ABSTRACT FROM AUTHOR]

This paper highlights the consequences of the economic and educational change among the Dalits of Karavadi. The tobacco cultivation that engages a large amount of labour has attracted the left political parties for the spread of their ideology and recruitment of party workers. It has helped in working against the practice of untouchability. Further, it has enabled the Dalits to be politically conscious and seriously participate in the political process. The growth of educational institutions in the village and the economic improvement have together helped the Dalits to assert their political and economic rights in the village. As a cumulative effect, the hegemonic inter-caste relations in the village have changed, though caste bias has not disappeared. [ABSTRACT FROM PUBLISHER]

Intergenerational differences in inequitable gender attitudes may influence developmental outcomes, including education. In rural Karnataka, India, we examined the extent of intergenerational (adolescent girls [AGs] vs. older generation family members) dis/agreement to attitudes around gendered power inequities, including gender roles and violence against women (VAW). Unadjusted and adjusted logistic regression examined associations between intergenerational dis/agreement to attitude statements and AGs' future educational and career aspirations. Of 2,457 AGs, 90.9% had a matched family member (55% mothers). While traditional gender roles were promoted intergenerationally, more AGs supported VAW than family members. In adjusted models, discordant promotion of traditional gender roles and concordant disapproval of VAW were associated with greater aspirations. Results highlight the need for family-level programming promoting positive modeling of gender-equitable attitudes. [ABSTRACT FROM AUTHOR]

The present study investigated linkages between multiple socio-economic vulnerabilities with infant and child mortality in India and its specific regions. Data from the National Family Health Survey (2015–16) was used for calculating the key-outcome variables, namely infant mortality and child mortality. The effective sample size for the study was 259,627. Bivariate analysis and binary logistic regression analysis were employed to examine three dimensions of vulnerabilities such as education, wealth, and caste on infant and child mortality. Children born to women with multiple-vulnerabilities were more likely to die than those born to non-vulnerable women. Women who were vulnerable in all the three-dimensions were more likely to have their children die as infants than those who were not vulnerable in any dimensions (predicted probabilities; 0.054 vs 0.026). The predicted probability for child mortality was 0.063 for women who were vulnerable and 0.028 for non-vulnerable women. [ABSTRACT FROM AUTHOR]

Background: Increasingly researchers are recognising the importance of including the perspectives of children and young people in research and in the development of interventions and innovations, in order to understand children's lives on their own terms. Purpose: This article reflects on the potential risks posed to children and young people in research and the role of gatekeepers in granting access and, in direct field activities, especially where the research could be deemed as 'sensitive'. Research Design: Using a combined descriptive and autoethnographic research design, questionnaires and reflections were gathered from the field experiences of researchers in four countries (India, Jamaica, Uganda and the UK) conducting research on children's experiences of violence victimisation as part of a gender-based violence prevention project. Data was collected retrospectively and analysed thematically with the aid of QSR NVivo. Results: Based on the five themes that emerged: accessing schools; approach to access; accessing participants; lessons learnt; and advice for other researchers, the overall findings indicate that researching sensitive topics with children and young people is necessarily problematic in order to safeguard them. This is especially the case in contexts where discrimination and stigma relating to certain topics may be a significant barrier to children's participation. Conclusion: Research planning requires attention to gatekeeper power, safeguarding children and young people, and understanding how processes and attitudes concerning the status and rights of children at national and institutional levels might influence the research process. [ABSTRACT FROM AUTHOR]

Copyright of Current Sociology is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This research focus on the barriers and facilitators of accessing primary and secondary education among the tribal girls in the hinterlands of India. Using ethnographic approach, this study provides a narrative of the girls belonging to the Oraon tribe on what enables or prohibits them to successfully complete their education. The findings reveal that the economic hardships of parents, early arranged or love marriages and the absence of role models in the village affect the perceived value and relevance of education. On the other hand, competent teachers, the use of local language, local relevance of syllabus, stable family income and parental support played a crucial role in facilitating the successful completion of the girls' education. The article applies the theoretical framework of ecological systems theory to better understand the proximal and distal personal and societal factors that determine the dropout rate of the tribal girls in the formal education system. [ABSTRACT FROM AUTHOR]

In India, university students from scheduled castes (SCs) face a number of challenges that not only prevent them from graduating but also prevent them from being strong performers in universities and upon graduation. Utilizing the framework of social capital, this article draws upon life histories, secondary interviews, and document analysis to understand the lived realities of four male Indian adolescents from different SCs who are in their third year of university studies. Although the findings support the notion that overt acts of discrimination based on a student's caste are negligible, lower caste students have limited access to the networks that create social capital. Moreover, institutional efforts to develop or enhance student social capital are minimal. For these reasons, the article concludes that systemic reform is necessary to help students from disadvantaged backgrounds overcome less obvious forms of discrimination, so that they might succeed during college and after graduation. [ABSTRACT FROM AUTHOR]

Background: With India enacting the Mental Health Care Act (MHCA; No. 10 of 2017a), Psychiatric Advance Directives (PADs) have been legalised and have become binding orders for psychiatrists treating patients. There is a paucity of research into acceptability of PADs in Indian mental health care, likely due to a lack of awareness. There are no educational measures about PADs provided for in this Act. Facilitators and facilitation methods have not been elaborated upon as well. Aim: The aim of this study is (a) to develop/evaluate the effectiveness of a structured Education-cum-Assessment Tool (EAT) in providing information regarding PADs and (b) to evaluate modes of facilitation required by patients to complete PADs. Methods: A tool was developed as per provisions regarding PADs in the Mental Health Care Bill of 2013. This tool was administered to patients (n = 100), purposively sampled from the adult psychiatry review out-patient department (OPD). Patients were evaluated on retention of information, completion of PADs, modes of facilitation and time taken to write one. Results: Mean years of education was 8.28 (±5.74) years and mean duration of illness was 8.30 (±7.04) years. In all, 65% had Below-Poverty Line (BPL) status. All participants completed valid PADs in an average of 15 minutes. About 93% required facilitation via assistance in writing and reminding. The mean EAT scores implied above 70% retention but did not relate to types of facilitation. Conclusions: EAT scores can be used as an approximate measure of the patient's ability to understand and retain information which is a part of decisional capacity. Types of facilitation can help in understanding patient's ability to communicate their choices. Service providers may find EAT a time-effective tool for uniformly educating service users regarding PADs and indirectly assessing competence. [ABSTRACT FROM AUTHOR]

Gender-based exclusion remains a vexing problem in the Indian education system. Drawing on feminist and intersectionality perspectives, this article examines the constraints of Indian education policies in addressing issues pertaining to the education of girls from marginalised communities. The article examines the knowledge transfers from developed countries to developing countries based on notions of ideational power and the ‘epistemic imagery’ of modernisation. Focusing on a plethora of conditional cash transfers, programmes that were initiated by the Indian state governments to address gender inequalities in the education system, the article concludes that such knowledge transfers are inevitable in the current mode of epistemic governance and emanate from the power imbalance between rich and poor countries. When juxtaposed against the institutional discrimination widely prevalent in the Indian education system, political rhetoric fails on the dual goals of educational policy, to achieve economic efficiency and social justice. [ABSTRACT FROM AUTHOR]

Objective: There is a significant evidence gap on the long-term educational benefits of longer breastfeeding in low- and middle-income countries. We estimated the association between duration of (any) breastfeeding and educational outcomes of Indian children.Methods: We used regression analysis to examine the association between the length of breastfeeding (in months) and future education outcomes on the basis of 2 data sets: (1) data from a follow-up survey known as the Andhra Pradesh Children and Parents Study (APCAPS, 2003-2005) of 1165 children aged 13 to 18 years from a controlled nutrition trial originally conducted in South India during the period of 1987 to 1990; and (2) nationally representative data from the India Human Development Survey (IHDS-2, 2011-2012) of 6121 children aged 6 to 12 years.Results: In APCAPS, children with >36 months of breastfeeding scored 0.28 (95% confidence interval [95% CI]: 0.00-0.56; P < .05) higher on tests than those with up to 12 months of breastfeeding. In the nationally representative IHDS-2 data, above-median breastfeeding duration was associated with 0.1 year (95% CI: 0.04-0.16; P < .01) higher educational attainment. In IHDS-2, >12 to 24 months and >24 months of breastfeeding were associated with 0.12 (95% CI: 0.01-0.23; P < .05) and 0.19 years of (95% CI: 0.05-0.34; P < .05) higher educational attainment, respectively, than for those with up to 6 months of breastfeeding. In additional analyses by sex, we found that the benefits of breastfeeding accrued primarily to boys.Conclusion: Breastfeeding duration was associated with small gains in educational outcomes for boys but not for girls in India. [ABSTRACT FROM AUTHOR]

This article traces one of the first attempts at photographing citizenship by examining some of the 7600 images produced for the Colonial Office Visual Instruction Committee’s lanternslide scheme, a series of geography lectures documenting the land and peoples of the British Empire that circulated in classrooms around the world between 1902 and 1945. This unusual government project brought together imperial propaganda and visual instruction to teach children what it meant to look and to feel like imperial citizens. The lectures on India, in particular, point to the speculative nature of COVIC’s project, which sought to predict which populations might pose a threat to the empire and how they might be safely managed and contained through colonial education. By reading COVIC’s photographs and texts against contemporaneous visual culture in the empire, the article analyses the inconsistencies in photographing imperial citizenship amongst the more recognizable visual categories of race, class and gender. [ABSTRACT FROM AUTHOR]

India has one of the highest rates of underweight burden, with signs of rising obesity. Coexistence of underweight and overweight persons is symptomatic of the "double burden of malnutrition. " The present study throws new light on the "double burden of malnutrition" among Indian women in the age group 22-49 years. The analysis is based on a nationally representative household survey, India Human Development Survey. Our results indicate the continuing pattern of socioeconomic segregation of underweight and overweight/obese women, with a large concentration of underweight women among the low socioeconomic group and of overweight/obese women among the high socioeconomic group. Further, relative food prices of food items like cereals and vegetables are significantly associated with the risk of being underweight and overweight/obese. Additionally, we find notable rural/urban differences. The relationship between socioeconomic factors and the probability of being underweight and overweight/obese is stronger in urban than in rural areas. Given that the health implications of being underweight and overweight/obese are equally grim, provision of healthy food items at affordable prices and implementation of programs for preventive and curative care of plausible illnesses related to underweight and overweight/obese are imperative. [ABSTRACT FROM AUTHOR]

Drawing primarily from Pierre Bourdieu's work on "field" and "capital," this article examines in detail how institutional barriers have systematically denied access to quality education to lower-class/caste students, which results in educational inequality impeding the efforts of sustainable development. China's hukou (household registration system) and India's varna vyavastha (caste system) are used as examples to illustrate how oblivious institutional barriers could manifest and exhibit in similar ways in two distinct sociopolitical nations. The article concludes with making a case for deconstructing the discourses on education for sustainable development based on the principles of social justice and equity. [ABSTRACT FROM AUTHOR]

Liberal arts schools and university programs are flourishing in India. Over the past decade economic growth and the ability to pay for education have spurred the creation of private and public liberal arts schools. As internationalization of higher education and cross-border movements of students become increasingly more common, a new generation of students is now familiar with global education and corresponding western pedagogies. Along with the increase in study abroad programs is the rise in demand for quality liberal arts institutions at home. This study of O.P. Jindal Global University, founded in 2007, and the Jindal School of Liberal Arts and Humanities (JSLH) examines the contradictions and challenges inherent in supplanting longheld traditional teaching methods and classroom culture with the western concept of liberal education. The JSLH faculty consists of Indian and foreign instructors while all students are Indian. Applying qualitative research methods of direct observation, interviews with faculty and students and surveys, the author examines changes in the traditional classroom power dynamics and the acceptance and resistance to new pedagogies. One strategy for addressing challenges, such as the faculty’s resistance to change was through in-depth discussion among faculty of the merits and limitations of traditional education and experiential learning. Foreign faculty benefitted from coteaching with Indian faculty as all parties made a conscious effort to recognize cultural differences in student-teacher relations. [ABSTRACT FROM AUTHOR]

The authors aimed to develop a diabetes risk score for primary care providers in rural India. They used the baseline data of 451 participants (15-64 years) of a cohort study in a rural area of Kerala, India. The new risk score with age, family history of diabetes, and waist circumference identified 40.8% for confirmatory testing, had a sensitivity of 81.0%, specificity of 68.4%, positive predictive value of 37.0%, and negative predictive value of 94.0% for an optimal cutoff ≥4 with an area under the receiver operating characteristic curve of 0.812 (95% confidence interval = 0.765-0.860). The new risk score with 3 simple, easy-to-measure, less time-consuming, and less expensive variables could be suitable for use in primary care settings of rural India. [ABSTRACT FROM PUBLISHER]

Citizenship is about individual’s membership in the socio-political community. Education for citizenship conceives issues such as quality education, learning society and inclusion. Educational thinking in India has long valued community as a learning resource. With empirical experiences drawn from the programme of ‘Ecology and Natural Resource Education’ (ENRE), executed by local non-governmental organisations in three Blocks in West Bengal, India, this study argues that learning from community has potentials to contribute to quality education and democratic citizenship. Since the local community and non-governmental organisation efforts are insufficient, involvement of the state is necessary, to place it as a universal agenda for citizenship education. [ABSTRACT FROM PUBLISHER]

A growing body of literature has documented the global prevalence of domestic violence against women of reproductive age as well as the association between violence and an array of adverse reproductive, psychosocial, and child health outcomes . However, there is a dearth of research on domestic violence prevention interventions in the peer-reviewed literature to guide program planning and policy-making efforts. In this article, the authors describe the development and assessment of the feasibility, acceptability, and potential effectiveness of an intergenerational women’s empowerment-based intervention to mitigate domestic violence and related adverse health outcomes in low-income urban communities in Southern India. [ABSTRACT FROM PUBLISHER]

The article traces the fundamental incoherency that structured the Danish Missionary Society’s work at a boarding school for low-caste ‘heathen’ children in South India in the 1860s and 1870s. Through elaborate disciplinary methods, the missionaries set out to Christianize and civilize the Indian children’s morality, social behaviour and bodily comportment. Yet, the missionaries’ perceptions of ‘the Indian child’ also reflected the contemporary bolstering of racial thinking in Indian colonial society, resulting in doubts whether Indian children could in fact become true Christians. This paradoxical endeavour shows how children became a site for the production of difference that sustained colonialism. [ABSTRACT FROM PUBLISHER]

Like conceptions of childhood, notions of ideal girlhood are mediated by ideological frameworks, institutions and practices related to gender, community and nation. This article examines these discourses in the context of Hindu girlhood as represented in Balika Shikshan (Education for Girls), a publication of Vidya Bharati, the educational wing of the Hindu nationalist organization, the Rashtriya Swayamsevak Sangh (RSS). Published in 2003, Balika Shikshan is designed as a guidebook for teachers, delineating the essentials of relevant knowledge for Hindu girls. The article discusses the historical and ideological contours of the knowledge proposed in this text and the pedagogical demands of its transaction. It also attempts to deconstruct, through the knowledge and implied pedagogy of the text, the image of the Hindu girl for whom it is intended. [ABSTRACT FROM PUBLISHER]

This article looks at the remembered experiences of children who went to school in the late colonial period and examines the extent to which these memories relate to the official literature of the time and the historiographical debates surrounding education. The precise focus is memories of formal elementary education in the Madras Presidency 1882—1947 as described in autobiographies. This includes a study of how children regarded the space of the classroom, what they did and what was important enough to be remembered. In other words this article attempts to find fragments of the experiences of children, rather than just the history of education. [ABSTRACT FROM PUBLISHER]

India’s self-projection as a knowledge economy, a goal it seeks to achieve by 2020, needs to be measured against both practical and conceptual difficulties. The National Knowledge Commission of India acknowledged the first, but elided the second set of problems. Basic education for all and an equitable distribution of educational resources are India’s first priorities, yet the public university remains the most important site of social change and knowledge production. While it is held back by funding and infrastructural inadequacies, shadowed by political influence, and trapped in debates regarding public and private funding, central or state control, meritocracy and affirmative action, it is also a site of opportunity. Its strength lies in its ability to mirror the nation and the democratic process, and to create knowledge not just as product, but as tool. [ABSTRACT FROM PUBLISHER]

The increased focus on issues of gender and schooling in India over the last decade has produced several gains that include more incentive schemes to make girls attend school, greater employment of women teachers and improved efforts to incorporate female protagonists in textbooks. However, a closer reading of this ‘gender’ focus reveals an inordinate concern with numbers, i.e. enrolment. The instrumentalism that underlies these efforts is revealed through a double-move effected by existing discourses. The first is to locate the reasons why girls are out of school strictly within a reading of cultural and familial practices and (secondly) to therefore fail to recognize normative practices of schooling and State policies as already deeply ‘gendered’. This double-move is epitomized in the Indian State’s more recent efforts to set up residential elementary schools for girls (Kasturba Gandhi Vidyalayas) in each district of the country; an effort that has been publicly lauded as the most effective way to overcome cultural barriers to girls’ schooling. Through a focus on policy documents that discuss this scheme, the article will interrogate the existing conflation of ‘gender’ with a biological/culturalist reading of the ‘girl child’. In what ways does this narrow focus naturalize a binary frame of reference around the traditional family/community and the empowered girl child? Why have State efforts around educating the ‘girl child’ not been subject to greater critical analysis amongst feminist scholars in India? [ABSTRACT FROM PUBLISHER]

Police personnel in India are poorly educated and are notorious for extortion, misbehavior, and poor services to citizens. There is constant demand to improve their quality, but good training and performance requires better education to comprehend the demands of a democratic polity. But do better educated police personnel perceive their responsibilities differently? This research seeks to understand the impact of education on police personnel in terms of their perceptions of role, work values, stress, and management issues. Our research suggests that education makes only a marginal difference and provides evidence for a policy change in this direction. [ABSTRACT FROM AUTHOR]

This report takes stock of the state of the field of international studies in India and recommends a vision and measures to strengthen the field and make it equal to those in leading institutions and programmes around the world. The ultimate goals of the measures recommended in the report are to: a. make India a leading centre of knowledge and education in international studies; b. produce a substantive pool of Indian scholars doing cutting-edge work that contributes to the production and accumulation of knowledge; c. produce first-rate graduates to meet the demands and opportunities arising from the modernization and rise of India in a changing world; and d. ensure that Indian IS scholarship contributes to increasing the knowledge base on India's international role as a responsible power fostering peace, security, good governance, economic development and resolution of a wide range of problems in its immediate region and the world. The vision, measures and strategies here would reform and build on existing institutions as well as create new ones by drawing on the best practices in leading institutions in India and other countries. [ABSTRACT FROM AUTHOR]

Background: Schoolchildren are good agents of change and need to be educated and sensitized to specific issues of hunger and malnutrition through a question-and-answer process. Feeding Minds and Fighting Hunger (FMFH), a global project initiated by the Food and Agriculture Organization and partner organizations, attempts to help schoolchildren learn about these issues by introducing concepts in the prevention of hunger and malnutrition to teachers, and by facilitating transfer of knowledge to the children through a set of model lessons.Objective: To test the feasibility of the FMFH approach to improve the nutrition knowledge of rural schoolchildren in three rural schools in Medak District of the South Indian state of Andhra Pradesh.Methods: Participatory workshops for teachers were conducted to facilitate knowledge transfer to the children through interactive classroom teaching and other activities. The change in knowledge and thinking of children in the seventh and eighth grades was assessed by a ques- tionnaire administered before and after the intervention. The questionnaire also assessed, in part, the status of local food security based on the sources of different food items in the households.Results: The responses to the questionnaire suggested that the children's knowledge of nutrients and their functions was not good initially but improved after the intervention. However, their understanding of the social factors responsible for hunger and malnutrition was fairly good prior to the intervention. Improvement in responses to the question of what should be done to combat malnutrition also occurred after intervention. The community had village-level food security for rice and maize but depended partially or fully on outside sources for pulses, fruits and vegetables, and animal products.Conclusions: The FMFH approach can be applied in rural schools where "the poorest of the poor" children can improve their understanding of balanced diets, better nutrition, the causes of malnutrition, and approaches to combat malnutrition. [ABSTRACT FROM AUTHOR]

This article examines the evolution of sociological traditions within India in the context of colonization and assesses their continuation in its contemporary practices. It evaluates two new perspectives, indigenization and postcolonial studies, that have emerged to reorganize these traditions. The author argues that the divisions of knowledge and power represented within the disciplines of sociology and anthropology structure the ways in which distinct traditions of sociology have evolved and continue to play a major role in defining theories, perspectives and methods of doing sociologies in the world. How can these perspectives take the challenge of globalization that is reorganizing the distribution of world power, its knowledge and that of its institutions in new and seminal ways? The globalization of knowledge can have two possible effects. It can reconstruct earlier binaries in new ways, refashioning them to maintain the structure connecting knowledge with power. Alternatively, global processes can distil and uncouple these binaries, thereby allowing for the play of plural perspectives, so that all traditions of doing sociology are placed at equal levels and given equal significance. We have to decide the path that we travel. [ABSTRACT FROM AUTHOR]

Presents the abstracts of several studies on planning. "The Rise (and Decline) of American Regional Science: Lessons for the New Economic Geography?," by Trevor J. Barnes; "Contesting Visions: Hybridity, Liminality and Authorship of the Chandigarh Plan," by Nihal Perera; "Waiting for Geography," by Marcus A. Doel.

Tamil Nadu has experienced the impact of HIV/AIDS for one-and-a-half decades and is considered a trailblazer in India in terms of combating the infection. So what are the knowledge levels among 292 HIV patients at Government Hospital for Thoracic Medicine and Christian Medical College? Latent class analysis revealed that it was not adequate. Television and peer contact were found to be most effective as source of knowledge for HIV. Patients who were in contact with health personnel might be expected to have more information but they came out with low scores. Association of knowledge with socio-demographic characteristics revealed that education, occupation, income, place of residence, and age were important predictors. Future information, education and communication programmes need to consider the variation across different socio-demographic groups as a basis for targeting education programmes. [ABSTRACT FROM AUTHOR]