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Study conducted in Farīdābād District of Haryana State, India.
Women and men are equal in every human concern in this world. They are equally competing in almost all spheres of work and power and are equally achieving the set goals. Culture, economy and polity may be barriers to women in certain parts of the globe, still women and marching ahead with great conviction and confidence to keep themselves on par with their counterparts in every affair. This Book will be very much useful to the policy makers, planners, researchers, educationists and activists. Women and men are the inseparable units of this universe. Long live the affectionate bond between the two.
This book's concept concerns the positive correlation between literacy and women's development and empowerment in developing countries.
From an ethnological standpoint, this study contends that the construction and implementation of a gender-based literacy program that empowers adult education learners in rural or semi-rural (hybrid) areas in Algeria must consider the context of the Arabic-Islamic tradition. In her research Anne Laaredj-Campbell examines the educational situation of women in the Haut Plateau by using methods derived from the field of ethnology. The author endeavors to take a look at the literacy practices and their theoretical implications for empowering women in Algeria. To date, there are no empirical studies on adult female literacy in Algeria that focus on the cultural construction of gender and empowerment. A gender approach to education is committed to establishing reasons for the deficiencies of literacy among women.
This book explores the critical linkages between education and empowerment of women, marginalized groups and other disadvantaged sections of society. It: Provides an overview of educational policies and practices from India’s independence to the present day, and tracks relevant changes and amendments. Examines a range of issues connected with education such as the Right to Education Act; empowerment and community mobilization; higher education challenges and other emerging topics. Brings together both theoretical postulates and empirical findings.
Contributed articles with reference to India.
Women’s lives are often written on our bodies. Yet very little is made of the impacts of embodiment for women in literacy education, both learners and professionals. This volume presents the writings of 26 contributors—teachers, students, and administrators—who examine the rich terrain of personal and professional experiences related to whole person engagement in learning and teaching. These writings provide a compass to guide readers through the bodily landscapes, mindful flights, willful spirits, and emotional embraces. Written with the same desire to open minds, hearts and practices to new understanding, this book builds on the successful style of Empowering Women through Literacy (2009). This new volume appeals to all readers, as the essays, poems, and investigations woven through its pages challenge us to consider the embodyment of women’s learning. Join us on the journey as we travel across many arenas and discover significant ways to comprehend and support best practices in teaching and learning, especially for women.