Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Anusha Renukuntla, Nagaraju Gundemeda Pages: 434 - 445 Abstract: Sociological Bulletin, Volume 72, Issue 4, Page 434-445, October 2023. This article analyses the nature of the relationship between scientific research, gender, and caste questions. It aims to present the lived experiences of Dalit women scholars in science from a sociological perspective. Masculinist, self-fashioned gendered ideologies have dominated the scientific practice of natural sciences in general. The participation of Indian women in scientific research is a very recent phenomenon. Women students from marginalised communities are almost invisible in so-called egalitarian educational institutions. They are deprived of academic resources and opportunities and are subjected to constructive discrimination based on their intersectional identity. This study attempts to unfold the lived experiences of Dalit women scholars, particularly in the scientific laboratories, through a feminist perspective. The study is based on Dalit women scholars from a central university in South India. In-depth interviews have been employed as tool of data collection and observed through the lens of feminist perspective. The study found that women scholars from marginalised sections were meagrely represented in science research. The unique experiences of Dalit women scholars have been made visible, which entail discriminatory attitudes and exclusionary practices leading to a struggling academic journey. Interestingly, women scholars have their agency in dealing with the challenges encountered. Citation: Sociological Bulletin PubDate: 2023-10-25T03:27:08Z DOI: 10.1177/00380229231196718 Issue No:Vol. 72, No. 4 (2023)
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Ranu Jain Pages: 446 - 461 Abstract: Sociological Bulletin, Volume 72, Issue 4, Page 446-461, October 2023. While analysing the hijab controversy, the paper attempts to discuss the significance of ‘uniforms’ in an educational institution. Employing sociological perspectives, it looks at the institution of education as a social institution and locates the sociocultural context of educational policies including the policy on uniforms. Attempt is to understand how political ideologies associated with nation- building promoted by the state, shape these policies. The paper looks at how and when changes in the policies are accommodated and where are these resisted. Exploring the trajectory of state, community and patriarchy, the paper attempts to comprehend what caused the hijab dispute and looks at some of the implications of the same on society, especially Muslim women. Theoretical framework of the paper is drawn on the critical understanding of uniforms as developed in sociology though the paper also draws from the Parsonian functional school of thought. The paper aims to show how the state uses the institution of education with support from other institutions of society, to promote its hegemonic agenda and how uniforms support this process. Secondary sources have been utilised for the data collection. Citation: Sociological Bulletin PubDate: 2023-10-25T03:27:12Z DOI: 10.1177/00380229231196730 Issue No:Vol. 72, No. 4 (2023)
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Hem Borker Pages: 476 - 489 Abstract: Sociological Bulletin, Volume 72, Issue 4, Page 476-489, October 2023. This article draws on my ethnography of girls’ madrasas in India. It is woven around the ethnographic portrait of Zainab, a rather reluctant madrasa student studying in a residential girls’ madrasa in Delhi who aspires to be a doctor. The article employs ethnographic portraiture to ‘focus in’ on Zainab’s educational journey and life in the madrasa, while also drawing attention to the larger canvas of intersecting forms of marginalisation, gender negotiations, and claim-making by Muslim women. It highlights how Muslim marginalisation intersects with gender disadvantage shaping everyday decisions about education, mobility and career choices. It argues that women’s negotiations and agency are nested in a larger context of marginalisation; while also co-constituting it. It examines Zainab’s life trajectory and aspirations to illustrate how education is a contradictory resource. At one level there is a synchrony between parents and madrasas on ideals of Islamic womanhood, but at another level, the piety project implemented by the madrasa does not represent the everyday experiences of madrasa students. The article argues that young women like Zainab, in attempting to balance madrasa prescriptions and their own aspirations, refashion gender norms through its inhabitation. Citation: Sociological Bulletin PubDate: 2023-10-25T03:27:13Z DOI: 10.1177/00380229231196731 Issue No:Vol. 72, No. 4 (2023)
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Anannya Dasgupta Pages: 521 - 533 Abstract: Sociological Bulletin, Volume 72, Issue 4, Page 521-533, October 2023. Pedagogic practices are central to how feminists from the West and the subcontinent have envisaged the liberatory transformation of society. Feminist methods of teaching-learning emphasise making educational material accessible, the creation of communities of learners historically excluded from education, the re- education for educators and making learners independent and equipped to continue the process of learning. In the Indian context, feminist pedagogy is key to challenging and replacing the default patriarchal and Brahminic setting of academia that perpetuates exclusion even when it grants admission. Writing pedagogy, following feminist methods, is building step-by-step access to teaching-learning that makes academic reading and writing doable. In that, it is de-brahmanising academic writing from appearing to be mystically transmitted only to those born into the socio-cultural capital to receive it. Drawing from reports by observers and participants, this article demonstrates how a conscious pedagogy of writing reworks access to academic reading, writing and thinking to directly address issues of intersectional marginalisations of gender. Citation: Sociological Bulletin PubDate: 2023-10-25T03:27:14Z DOI: 10.1177/00380229231196762 Issue No:Vol. 72, No. 4 (2023)
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Mahesh Kumar, Asima Jena Abstract: Sociological Bulletin, Ahead of Print. Under Buddhist philosophy, followed by Dalits and other marginalised groups, an organic relationship exists between environment, knowledge and society where natural resources are conceived as equal partners and their identity is enmeshed with these. However, this organic balance between environment, knowledge and society gets disrupted by certain kind of materialistic thinking which not only creates ecological imbalance but also social conflict, exposes people to a whole range of risks like dislocation, loss of livelihood, work burden for women, health issues, loss of culture to destruction of civil rights. Against this backdrop, this paper reflects on sustainable development and analyses environmental degradation caused by the proliferation of chemical and pharmaceutical industry by encapsulating how neoliberalism smartly appropriate caste system and its attendant inequality, resulting in pain and suffering of subaltern masses. Foregrounding the study in the four villages of Sanand Block, Ahmedabad district of Gujarat, this article discusses the politics of environmentalism, spells out ‘environmentalism of the poor’ and narrates the way subaltern communities manage to live with environmental burden. Citation: Sociological Bulletin PubDate: 2023-11-23T06:15:32Z DOI: 10.1177/00380229231212894
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Shruti Sharma Abstract: Sociological Bulletin, Ahead of Print. Sport has historically furthered the myth of female frailty by making it the basis for women’s exclusion from early participation, and hitherto, for inclusion on restricted conditions. The article focuses on the gendered rules of play in cricket which manifest materially by altering an object, the space and temporality of play translating into the use of a smaller ball within a shorter boundary and lesser hours of playtime for women in comparison to men. While the historical and existing justifications for each of the differences in rules revolve around varied meanings of what ‘being frail’ entails for women, the supposed easing of conditions is also expected to encourage and enable women to emulate men’s style of play, and hence, make their game ‘exciting’. Drawing from fieldwork and interviews of women cricketers who represent the state of Rajasthan (India) in the Board of Control for Cricket in India domestic tournaments, the article unpacks the on-ground manifestation of the three gendered rules to argue that the altered nature of play makes the women’s version more challenging and hence, distinct and separate from the men’s version and its valuations. Foregrounding women’s layered experiences, the article shows the way women play sport cannot be captured within the imposed binary logic of frail and non-frail. Citation: Sociological Bulletin PubDate: 2023-11-21T05:07:15Z DOI: 10.1177/00380229231212891
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors: Suresh Babu G.S Abstract: Sociological Bulletin, Ahead of Print. Mobilisation of Ladakhi youth in the upper hills of western Himalayas through education represents a distinct cultural and ethnic identity. Notwithstanding the possibility of studying such mobilisation as effects of education, this article highlights that, being educated outside of Ladakh, the youth not only cultivate and develop multiple levels of consciousness about their situation but also carefully employ their cultural imperatives to mobilise politically. In a regional historical context with a comparative perspective, education is analysed as a tool for mobilising youth which subsequently shaped the local community for political transformation. Instead of talking of youth in isolation, the analytical framework captures the narrative structures of educational transformation and political mobilisation in a region. Becoming a Union Territory in 2019 after the bifurcation of the erstwhile Jammu and Kashmir state is the untold story behind the consistent struggle led by the Ladakhi-educated youth to articulate cultural and territorial identity and meet a long-standing demand for the regional autonomy. Through the narratives of history, this article highlights that the youth of Ladakh has been very much part of mobilisation for education as well as central to internal educational reforms and social progress that forecast the political imagination of a regional identity. Citation: Sociological Bulletin PubDate: 2023-11-21T05:06:29Z DOI: 10.1177/00380229231212885
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Deepa Sreenivas Abstract: Sociological Bulletin, Ahead of Print. This paper explores a unique set of existential and ideological difficulties associated with teaching ‘gender’ in a women’s studies department while drawing on the pedagogic experiences of academics and colleagues teaching gender/feminism in more mainstream departments like sociology. It looks at the gender studies classroom as a transformative space where entrenched systems of beliefs, institutional arrangements and gendered relationships can be contested and rendered unstable. Simultaneously, it remains a space fraught with conflicts, confrontations and vulnerabilities for students and teachers alike. While ‘gender’ as a relational category marks a shift from ‘woman’ as a biological/essentialist/reductionist concept, I argue that the transition from women’s studies to gender studies has not been adequately grappled with. Woman/gender is caught between contending and contingent forces—the legacy of the autonomous women’s movement with its activist thrust, the NGOised/empowerment discourse with a top-down, instrumentalised approach to ‘gender’, and the heterogeneous aspirations and politics of gender transgressive and socially marginalised student constituencies. The gender studies teacher must navigate these complexities which on occasion confront and trouble her/their own gendered sense of self and precarities. Citation: Sociological Bulletin PubDate: 2023-10-06T02:46:51Z DOI: 10.1177/00380229231196755
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Ramshin Rahiman Abstract: Sociological Bulletin, Ahead of Print. Social scientists critically examine the role of higher education in women’s empowerment. In the Indian context, gender, religion, caste, class and region are crucial in determining access to education. The gender gap has been a significant obstacle in India’s pursuit of educational goals. The status of Muslim women’s education has been a contested policy from state and community vantage. Prominent scholarly writings argue that Muslim women were even more isolated from the social and cultural changes than their men were and even more invisible in the public arena of society. Their condition is more pathetic in educational and cultural realms. The primary objective of this paper is to empirically outline the negotiation and strategies employed by Muslim women students in negotiating with their families, religion, communities and careers. The study followed qualitative methodology to understand Muslim women’s educational choices, the rationale behind their educational decisions, and their agency in negotiating with their families and the career prospects of young Muslim women. The current paper argues that there is a remarkable growth in the history of women’s education in India, especially after the 90s, which could not change the social structure and social status of women in society in general and Muslim women in particular. Still, the gender differences remained stable in the educational practices, in the families, and even in the equity-minded educational committees. According to various government reports and studies, despite the improvement in the educational enrolment rate of Muslims, the representations of the Muslim community in general and Muslim women, in particular, are minimal in higher education. More than looking at the representation of Muslim women in education institutions, the current paper will analyse the challenges and experiences of Muslim women to reach the secondary and higher secondary levels of education. Citation: Sociological Bulletin PubDate: 2023-10-06T02:46:21Z DOI: 10.1177/00380229231196728
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Bandana Purkayastha Abstract: Sociological Bulletin, Ahead of Print. The global COVID-related pandemic ushered in high death rates globally, initiated lockdowns of international boundaries and internal borders in countries and regions, and abruptly mandated home-based work for a large swath of professions. This paper focuses on disruptions and dislocations associated with the pandemic to discuss the structures of inequality revealed during this period. I emphasise that the meanings of education, its organisational structures, the tools and sites associated with this work were already changing; the pandemic provided the window to significantly enhance the pace and depth of the shifts. Citation: Sociological Bulletin PubDate: 2023-10-06T02:45:21Z DOI: 10.1177/00380229231196716
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Leena Pujari Abstract: Sociological Bulletin, Ahead of Print. This paper is a reflexive essay that engages with the vexed question of gender equity on campuses of higher education. I argue that though our campuses are mired in complex hierarchies and inequalities, they are also sites of immense possibilities. These are spaces where critical conversations can emerge around gender and sexuality including an engagement with questions of caste, class, ableism so on and so forth. However, a transformative vision and an intersectional frame must inform these conversations. Two institutional mechanisms that can enable this radical re-imagination are Gender Cells and Internal Committees. However, this imagination has fallen far short of expectations. What might one possibly do to reinvigorate these mechanisms' Is there any way we can repose the trust in these bodies that were badly shaken following #metoo' Can we build alliances and forge solidarities with different constituencies on campus to work towards emancipatory campuses' This paper throws light on these and related issues. Citation: Sociological Bulletin PubDate: 2023-10-06T02:44:31Z DOI: 10.1177/00380229231196712
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Mary E. John Abstract: Sociological Bulletin, Ahead of Print. This article offers a preliminary analysis of the New Education Policy document 2020 (NEP 2020) that was released by the government after considerable delay. Since 2016, the government has been trying to bring out a policy document on education, and NEP 2020 is at the end of several attempts that fell by the wayside. The context for the present discussion is that of the unprecedented expansion in higher education among students in recent decades. Within the emergence of a heterogeneous student body, the presence of women students—which has even reached parity in mainstream disciplines at the undergraduate and postgraduate levels—has somehow escaped public attention. The NEP document, especially the section concerning higher education, has to be read with care in order to go beyond its welcome aspects, such as those of multi-disciplinarity and holism. What is disturbing is evidence of a tiered differential structure that is likely to have negative effects on the kind of access that women have achieved. The hard question before us is whether the unprecedented entry of women across social groups that recent decades have witnessed, however poorly recognised or understood, will see a reversal in the wake of the lack of interest in questions of equity that the NEP vision document demonstrates. With the important exception of issues of sexual harassment on campuses, the overall neglect of the meanings and purpose of women’s increased claims on higher education bodes ill for the future. Citation: Sociological Bulletin PubDate: 2023-10-06T02:43:51Z DOI: 10.1177/00380229231196459
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Aparna Rayaprol, Usha Raman, Salma A. Farooqui, Aishwarya Joshi Abstract: Sociological Bulletin, Ahead of Print. This article focuses on the role that teachers play in the gender socialisation of children in schools and how a change in teachers through gender sensitisation training is imperative to bring about larger gender equality in society. Educational institutions are among the primary traditional agencies of socialisation. Teachers are important members of both the school and the community and play a major role in shaping the attitudes and ideologies of children—and through them, their parents. The school as an institution has been a major site where one learns to be patriarchal or show an attitude of male domination. Teachers have the advantage of being outside of the family and are often role models for children. As teachers themselves are the products of traditional gender stereotypes and hierarchies, they may form stereotypes that affect the ways in which children grow up. Girls and women may also hold gender stereotypes, so female teachers may not escape the danger of falling into such thinking. In doing so, they often do not realise what impact they can have on children. School teachers are the vehicles of change, and every generation has a different kind of bond with the teacher. The role of teachers in enabling change is immense and it is useful to take advantage of this situation to move ahead. Often, teachers are women—especially at the primary-school level—as teaching young children is considered an extension of childcare. Care occupations have been extremely gendered and underpaid and teaching school children is seen as an extension of care. This article draws from and reflects on the impact of teacher training workshops conducted among primary school teachers in a low-income area in Hyderabad. Many of the teachers and students in these schools are both socio-economically and culturally marginalised. This article thus focuses on bringing about transformation among marginalised communities. Citation: Sociological Bulletin PubDate: 2023-10-05T03:39:55Z DOI: 10.1177/00380229231196769
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Anurekha Chari Wagh Abstract: Sociological Bulletin, Ahead of Print. The paper situates classrooms within Higher Education institutions as central to the learning process. Despite this, engagement with classroom spaces is much ignored, with the exception of scholars engaging with feminist pedagogy. Such engagement perceives classrooms as sites of consciousness-raising and thus calls for efforts by the teachers to shape the classrooms into a safe, inclusive and self-affirming space. It is a recognised fact that to create such classroom spaces which are non-judgemental, inclusive and affirming, where students’ and teachers’ identities in relation to their caste, gender, sexuality, religion, class, ethnicity etc, choices are respected needs sustained collaborative efforts between teachers and students. This article argues that the efforts to create such classroom spaces within university structures involve strategic changes in both the teaching and learning practices, involving syllabus framing, reading materials and engagement with students and teachers. The paper is based on qualitative exploratory analysis of a diverse set of students’ responses towards creating ‘safe classrooms spaces’ within university structures. It aims to make an effort towards conceptualising and identifying the parameters of a safe, inclusive and accessible classroom. Citation: Sociological Bulletin PubDate: 2023-10-05T03:26:54Z DOI: 10.1177/00380229231196761
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Meenakshi Thapan Abstract: Sociological Bulletin, Ahead of Print. This article examines the relationship between social justice, education and inequality through an intersectional lens. Emphasising the role of the state, and ‘state-thought’, in perpetuating inequalities through education, the reflective essay argues that it is not possible to view education only in its role as an agent of social and cultural reproduction. It is equally important to focus on the lived experience of subjects who are either excluded, or go through the educational process, through varied experience based on religion, caste and gender. The role of teachers in this process cannot be underestimated and is at the heart of how children and young adults learn and understand themselves as citizens. Based on secondary material, the article concludes with a plea for recognising the significance of voice and agency for a robust and functioning democracy. It is the task of education to enable the articulation and expression of such agency by building a culture of openness and questioning and empowering teachers and students to have this voice by allowing it to thrive in the prevailing culture of institutions. Citation: Sociological Bulletin PubDate: 2023-10-05T03:26:14Z DOI: 10.1177/00380229231196445
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Hybrid journal (It can contain Open Access articles)
