A Study of the Sikh Kanya Mahavidyalaya: Education, Religion and Gender Issues

ISBN-13: 9789811632181 / Angielski / Twarda / 2021 / 178 str.

Tripti Bassi

Spis treści

Chapter I: Introduction

Chapter II: Girls’ Education in Nineteenth Century Punjab

Chapter III: Situating the Sikh Kanya Mahavidyalaya

Chapter IV: The SKM: Post-Independence Decades

Chapter V: Contextualising SKM

Chapter VI: The ‘Good’ Student

Chapter VII: Pedagogical Trajectories: Teacher and Pupil Strategies at SKM

Chapter VIII: Gurmat : Religious Pedagogy and Socialization

Chapter IX: Conclusion(s)

O autorze

Dr. Tripti Bassi is Assistant Professor at the Department of Elementary Education, Lady Shri Ram College for Women, University of Delhi, for almost 17 years now. She completed her Ph.D. and M. Phil. from Zakir Husain Centre for Educational Studies, Jawaharlal Nehru University. She has published papers in national and international journals and has served in various academic committees. She has recently co-edited ICSSR-sponsored monograph on ‘Alternative and Innovative Education in India: The Way Ahead’. Her research interests are gender and education and contemporary issues in social sciences. 

Blurb

This book addresses the issue of Sikh women’s education in Punjab within the larger discourse of women’s education in India. It focuses on the role of the Sikh Kanya Mahavidyalaya (SKM)—one of the most important educational institutions established in the nineteenth century as a result of the Sikh reformist movement in Punjab. It explores how various dimensions of caste, class, gender and religion generate a variety of approaches to the culture of literacy, and takes a closer look at the relevance of the Sikh Kanya Mahavidyalaya in today’s India and its contribution to the area of educational pedagogy. It focuses on gender in education, specifically discourses and practices in women’s education. In addition to providing valuable insights and critical evidence that can be used in the planning and implementation of education and gender policies, the book is sure to spark conversations in courses and professional communities interested in education, gender studies, history, sociology as well as overlooked dimensions of gender history.