Suchergebnisse

Girls' education has been enduringly controversial in north India, and the disputes of the
second half of the nineteenth century and early twentieth century still echo in debates about
girls' education in contemporary India. In this paper, we reflect on the education of rural Muslim
girls in contemporary western Uttar Pradesh (UP), by examining an Islamic course for girls
[Larkiyon kā Islālmī Course], written in Urdu and widely used in
madrasahs there. First, we summarize the central themes in the Course:
purifying religious practice; distancing demure, self-controlled, respectable woman from the lower
orders; and the crucial role of women as competent homemakers. Having noted the conspicuous
similarities between these themes and those in the nineteenth and early twentieth-century
textbooks and advice manuals for girls and women, the second section examines the context in which
the earlier genre emerged. Finally, we return to the present day. Particularly since September 11th
2001, madrasahs have found themselves the focus of hostile allegations that bear little or no
relationship to the activities of the madrasahs that we studied. Nevertheless,
madrasah education does have problematic implications. The special curricula for girls
exemplifies how a particular kind of élite project has been sustained and transformed, and
we aim to shed light on contemporary communal and class issues as well as on gender politics.

The work of transforming cow-dung into economically-valued products has not been treated as a matter of significant interest by economists and analysts of the Indian rural scene. In discussions of women's work, dung-work is rarely made a central focus. In this paper the authors focus on cattle-dung and its place in the life of two north Indian villages to explore some aspects of agrarian organisation which have been unduly neglected. (DÜI-Sen)

AbstractThis introduction to a special section brings together three papers first presented at a panel, 'Medical Professions in South Asia: Historical and Contemporary Analyses', at the 26th European Conference on South Asian Studies, held in Vienna, Austria and online, in July 2021. All three papers deal with aspects of the professionalisation of biomedical doctors in India since its independence in 1947. The authors bring together historical and sociological approaches to illuminate the growth of specialisms, patterns of practitioner–patient interactions and efforts to maintain occupational closure and maintain status in the face of growing challenges. The introduction concludes with a discussion of the relevance of these papers for the sociology of health and illness in India and beyond.

Cover -- Half Title -- Series -- Title -- Copyright -- Dedication -- Contents -- List of figures and tables -- Notes on contributors -- Acknowledgements -- List of abbreviations -- Foreword: a tribute to Christopher Colclough -- 1 Education and the reform of social inequalities in the Global South: an introduction -- PART I The economics and politics of educational reform -- 2 The changing pattern of returns to education: what impact will this have on earnings inequality? -- 3 Unequal access to education: accounting for change and counting costs -- 4 Education for All in India and Sri Lanka: the drivers and interests shaping egalitarian reforms -- 5 Public-private partnerships in education: do they offer an equitable solution to education in India and Pakistan? -- 6 The influence of politics on girls' education in Ethiopia -- PART II Challenges and opportunities in addressing inequalities through education -- 7 Overriding social inequality? Educational aspirations versus the material realities of rural families in Pakistan -- 8 Confronting social inequality through fertility change in Punjab, Pakistan: the role of girls' schooling -- 9 Teenage pregnancy and social inequality: an impediment to achieving schooling for all in Uganda -- 10 Complementary basic education: parental and learner experiences and choices in Ghana's northern regions -- 11 Addressing dilemmas of difference: teachers' strategies to include children with disabilities in rural primary schools in India -- 12 Social distance, teachers' beliefs and teaching practices in a context of social disadvantage: evidence from India and Pakistan -- Index.

In 2005 India changed its pharmaceutical and innovation policy that facilitated a dramatic increase in international clinical trials involving study sites in India. This policy shift was surrounded by controversies; civil society organisations (CSOs) criticised the Indian government for promoting the commercialisation of pharmaceutical research and development. Health social movements in India fought for social justice through collective action, and engaged in normative reasoning of the benefits, burdens and equality of research. They lobbied to protect trial participants from structural violence that occurred especially in the first 5–6 years of the new policy. CSOs played a major role in the introduction of new regulations in 2013, which accelerated a decline in the number of global trials carried out in India. This activism applied interpretations of global social justice as key ideas in mobilisation, eventually helping to institutionalise stricter ethical regulation on a national level. Like government and industry, activists believed in randomised controlled trials and comparison as key methods for scientific knowledge production. However, they had significant concerns about the global hierarchies of commercial pharmaceutical research, and their impact on the rights of participants and on benefits for India overall. Pointing to ethical malpractices and lobbying for stricter ethical regulations, they aimed to ensure justice for research participants, and developed effective strategies to increase controls over the business side of clinical research.