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Girls’ Education as Freedom?

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  • Shushmita Dutt

    (Independent Consultant. E-mail: shushmita_d@hotmail.com)

Abstract

This article examines the efforts being made by the government and others concerned about the education of adolescent girls left out of the formal educational system in India. The Alternate Learning Systems (ALS) has proved more useful and relevant than the regular government elementary school because there are transformatory inputs that help to shape the girls’ thinking, analytical skills and confidence. Yet, even this does not ensure that girls convert their educational resources into tangible gains. Searching for solutions, the article then examines the Capability Approach (CA) that conceptualizes education as enhancing individual capability. Girls would require support from an inclusive economic environment, enabling social attitudes and effective governance structures. The article therefore urges that unless state and society proactively work to put these supports in place, girls will be unable to convert their knowledge and skills towards achieving a better quality of life.

Suggested Citation

  • Shushmita Dutt, 2010. "Girls’ Education as Freedom?," Indian Journal of Gender Studies, Centre for Women's Development Studies, vol. 17(1), pages 25-48, January.
    • Handle: RePEc:sae:indgen:v:17:y:2010:i:1:p:25-48
    DOI: 10.1177/097152150901700102
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    References listed on IDEAS

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    1. Fraser, Nancy, 1998. "Social justice in the age of identity politics: Redistribution, recognition, participation," Discussion Papers, Research Unit: Organization and Employment FS I 98-108, WZB Berlin Social Science Center.
    2. David A. Clark & University of Manchester, 2005. "The Capability Approach: Its Development, Critiques and Recent Advances," Economics Series Working Papers GPRG-WPS-032, University of Oxford, Department of Economics.
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