Women Empowerment A Debate

Essay from the year 2014 in the subject Gender Studies, grade: 10.0, Indian Institute of Technology, Delhi, language: English, abstract: This Document deals with understanding the reality of Women Empowerment in the form of a debate between two persons representing completely different point of views and mentalities. While “Person A” speaks in favor of the fact that Women Empowerment is a reality while “Person B” speaks against the concept of Women Empowerment. Readers are free to draw their own conclusions.

Spanning a historical period that begins with women’s exclusion from university debates and continues through their participation in coeducational intercollegiate competitions, Debating Women highlights the crucial role that debating organizations played as women sought to access the fruits of higher education in the United States and United Kingdom. Despite various obstacles, women transformed forests, parlors, dining rooms, ocean liners, classrooms, auditoriums, and prisons into vibrant spaces for ritual argument. There, they not only learned to speak eloquently and argue persuasively but also used debate to establish a legacy, explore difference, engage in intercultural encounter, and articulate themselves as citizens. These debaters engaged with the issues of the day, often performing, questioning, and occasionally refining norms of gender, race, class, and nation. In tracing their involvement in an activity at the heart of civic culture, Woods demonstrates that debating women have much to teach us about the ongoing potential for debate to move arguments, ideas, and people to new spaces.

The empowerment of women by their increased participation in all aspects of political, social and economic life has become one of the major goals of democratic and participatory movements, as well as women s organizations throughout the world. Beyond offering an understanding why empower women, concept and framework for women s empowerment, this book seeks to discuss the approaches and strategies for empowering women by outlining the strategies, mechanisms and tools that women are using for their empowerment. An important and timely contribution to a major ongoing debate on women s empowerment, this book will interest all those involved with women studies, rural development, and voluntary, initiatives at the grossroots level.

Rethinking Empowerment looks at the changing role of women in developing countries and calls for a new approach to empowerment. An approach that adopts a more nuanced, feminist interpretation of power and em(power)ment, recognises that local empowerment is always embedded in regional, national and global contexts, pays attention to institutional structures and politics and acknowledges that empowerment is both a process and an outcome. Moreover, the book warns that an obsession with measurement rather than process can undermine efforts to foster transformative and empowering outcomes. It concludes that power must be restored as the centrepiece of empowerment. Only then will the term and its advocates provide meaningful ammunition for dealing with the challenges of an increasingly unequal, and often sexist, global/local world.

Examines how the teacher feminisation debate applies in developing countries. Drawing on the experiences of Dominica, Lesotho, Samoa, Sri Lanka and India, it provides a strong analytical understanding of the role of female teachers in the expansion of education systems, and the surrounding gender equality issues.

Callahan's Place is the neighborhood tavern to all of time and space, where the regulars are anything but. Pull up a chair, grab a glass of your favorite, and listen to the stories spun by time travelers, cybernetic aliens, telepaths...and a bunch of regular folks on a mission to save the world, one customer at a time.

Transforming the Lives of Impoverished Girls in Patriarchal Societies Since 2003 a privately funded high school in India has provided desperately needed education for girls from impoverished families in Lucknow, the capital and largest city in Uttar Pradesh. Urvashi Sahni, the founder of Prerna Girls School, has written a compelling narrative of how this modest school in northeast India has changed the lives of more than 5,000 girls and their families. Most important, it is through the perspectives of the girls themselves, rather than through a remote academic viewpoint, that Prerna’s success unfolds. The book focuses on the importance of education in bringing about gender equality in a patriarchal society. It shows how girls learn to be equal and autonomous persons in school as part of their official curriculum and how they use this learning to transform their lives and those of their families. The book’s central argument is that education can be truly transformative if it addresses the everyday reality of girls’ lives and responds to their special needs and challenges with respect and care. The example of just one relatively small school in one corner of India, the message and the stories it tells will inspire anyone concerned about the necessity of girls’ education, especially in developing countries. The lives of the girls at Prerna Girls School are largely representative of those of millions living in poor regions in countries where patriarchal structures and norms prevail.

Eighty-eight essays on topics ranging from abortion and affirmative action to school vouchers and the death penalty.