Author Topic: 'Women's Education a Tool of Social Transformation'-A Historical Study Based on  (Read 2607 times)

0 Members and 1 Guest are viewing this topic.

IJSER Content Writer

  • Sr. Member
  • ****
  • Posts: 327
  • Karma: +0/-1
    • View Profile
Quote
Author : Beena Dominic
International Journal of Scientific & Engineering Research Volume 2, Issue 10, October-2011
ISSN 2229-5518
Download Full Paper : PDF

Abstract— All the historical studies regarding to societies inevitably have been determined, or at least motivated by historical process. The core issue of this paper is srutinizing the particular historical trends under which the concept of ‘Social Transformation’ has grown among women in Kerala. The theoretical and analytical approaches help us to prove its facts authentically. Here the researcher tries to go through the study of women in Kerala before 19th cetuary and analyse their actual conditions of that age and generated hoe education stood as the tool of social transformation among women society. Then assess how they achieved their esteemed status in the society on the historical point of view. This paper can be considered a theoretical framework focussing on social transformation as defined through the examination of its principal ideologies and the study of the concept’s reproduction through institutional organizations.

Index Terms—Socail Transformation, smartha, Women empowerment, women’s education, sati, devadasi.

1   INTRODUCTION                                                                     
Throughout history, all societies have transformed in different dimensions. A society, by definition, is con-stantly transforming from one situation to another as evi-denced through shifts in their social, cultural, ideological and artistic elements. Social Transformation lies at the radical end of conceptions of social change. It implies at the very least some fundamental changes in society’s core institutions, the polity and the economy, with major implications for relationship between social groups or classes, and for the means of the creation and distribution of wealth, power and status. Within these broad features of social transformation, it is possible to discern dramatic moments of transformation in particular societies or region. There are numerous factors responsible for their development of transformation. Education can be used as one of the most important tool to transform the society. Societal change comes from the collective transformation of the individuals within the society. Literacy allows the people, to acquire a critical consciousness, particularly those who are marginalized and discriminated in society. Empowered individuals are better equipped to question and critique societal realities and assumptions and enabled them to change their situation. Rather than being merely in the world, individuals can be taught that they are actually co-creators of their reality. In Kerala the group of women suffered very much through the social evils which are prevailed in the society. They were tortured in many ways. So it is the best way to overcome these problems through education.

2. Theoretical approach of Social Transformation
   In this section there are number of theories and educational innovations to explore the relationship between education and social transformation
   Paulo Freire (1921- 1997), the Brazilian educatio-nalist has left a significant mark on thinking about this concept. Freire assume that the learners must understand their own reality as part of their learning activity. In his well known work ‘Pedagogy of the Oppressed’, he refers to traditional role learning as a banking system where students store deposits of knowledge made by the teacher (Freire Paulo, 1970). Through the liberation
 and education, he aims to narrow the gap between the teacher and the student thus increasing the students’ creative power. Central to this model is open communication and earnest dialogue between the student and the teacher. This challenges the teacher to demonstrate their humanity and that they are not ‘above’ the student. In problem-posing education, people develop their power to perceive critically the way they exist in the world in which they find themselves, they come to see the world not as at static in reality, but as a reality in process, in transformation.
According to Sri Ghose Aurobindo (1872- 1950) the Indian born and Cambridge educated scholar, with the transformation and growth of the individual, society would in turn transformation and evolve (Peeter Heechs,1989).To Mahatma Gandhi, Truth, non-violence and passive resistance were successfully used as an instrument of social and political transformation. He believed that education can play an effective role in developing a whole some human personality capable of resisting war, violence, injustice and oppression and building a social order where in man can live in peace and harmony with others.(Rajput J.S, 1998).

Read More: Click here...