Gender,School & Society (Record no. 2602)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 16373nam a22001577a 4500 |
| 003 - CONTROL NUMBER IDENTIFIER | |
| control field | OSt |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 170220b xxu||||| |||| 00| 0 eng d |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| International Standard Book Number+Amount | 9789386405043 |
| 082 ## - DEWEY DECIMAL CLASSIFICATION NUMBER | |
| Classification number | 370.095 4 JAI |
| 100 ## - MAIN ENTRY--PERSONAL NAME | |
| Author Name | Jain,Shivani |
| 245 ## - TITLE STATEMENT | |
| Title | Gender,School & Society |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) | |
| Place of publication | Meerut |
| Name of publisher | R Lall Book Depot |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc | Contents:-<br/><br/><br/>Unit-1: Gender Issues: Key Concepts<br/> 1. Gender, Sex, Sexuality<br/> • Distinction between Sex and Gender<br/> • Etymological Sense of Gender<br/> • Gender Discourse in Indian Context<br/> • Concepts of Sex and Gender<br/> • Biological Determinism<br/> • Gender, Sexuality and Sexism<br/> • Concept of Sexuality<br/> • Religion <br/> • Family <br/> • Direction of Control over Sexuality<br/><br/><br/> 2. Patriarchy, Masculinity and Feminism<br/> • Patriarchy<br/> • Different Aspects of Patriarchy<br/> • 1. Concept of Private Property and Control over Women’s Reproduction<br/> • 2. Control over Labour Force<br/> • 3. Paternalism<br/> • 4. Women’s Cooperation in Maintaining Patriarchal System<br/> • 5. Caste System and Patriarchy<br/> • 6. Benevolent Paternalism<br/> • Masculinity <br/> • Feminism <br/> • Concept of Feminism <br/> • Feminist theories<br/> • Origin and Growth of Feminist Thought<br/> • Emergence of Feminist Awareness<br/> • Typology of Feminism<br/> • Liberal Feminism<br/> • Basic Assumptions<br/> • Evaluation <br/> • Radical Feminism<br/> • Basic Assumptions<br/> • Chief Points of Radical Feminism<br/> • 1. Personal is Political<br/> • 2. Creation of Women’s Space<br/> • Evaluation <br/> • Conclusion <br/> • Socialist/ Marxist Feminism<br/> • Assumptions<br/> • 1. Relationship between Capitalist Patriarchy, Domestic Labour and Reproduction<br/> • 2. It is a Question of not only Exploitation but also Subordination <br/> • 3. Separatism and Isolation<br/> • 4. Problems Pertaining to Emerging Employment<br/> • Evaluation<br/> • Postmodernist Feminism<br/> • 1. Post Feminism<br/> • 2. Black Feminism <br/> • 3. Eco-feminism<br/> • 4. Power Feminism <br/> • Western Feminism Vs. Indian Feminism<br/> • Chronological Overview<br/><br/><br/><br/><br/> 3. Gender Bias<br/> • Birth<br/> • Childhood to Adulthood and its Education<br/> • Adulthood and Onwards<br/> • Discrimination towards Men<br/> • Consequences<br/> • Different Forms of Violence<br/> • Agencies Perpetuating Violence<br/> • Family<br/> • Child Marriage or Early Marriage<br/> • Female Infanticide and Female Foeticide<br/> • Female Infanticide<br/> • Causes of Female Infanticide<br/> • Female Infanticide: Sex Ratio and Prevalence <br/> • Female Foeticide<br/> • Pre-natal Diagnostic Technique (PNDT) Act, 1988<br/> • Misuse of Sex Determination Technology<br/> • Sexual Harassment at Workplace<br/> • Definitions of Sexual Harassment at Workplace<br/> • Two Types of Sexual Harassment<br/> • Sexual Harassment of Women at Workplace (Prevention) Act, 2000<br/> • Violence on Women: Dowry and Bride Burning<br/> • Legislations Regarding Dowry<br/> • Dowry Prohibition Act, 1984<br/> • New Legislations<br/> • Rape<br/> • Laws Regarding Rape<br/> • Punishment <br/> • Important Laws Pertaining to Women in India<br/><br/><br/><br/> 4. Gender Stereotyping and Empowerment<br/> • Gender Stereotyping<br/> • Definitions of Stereotype<br/> • Common Gender Stereotypes<br/> • Gender Stratification<br/> • Gender (Women) Empowerment<br/> • Woman Empowerment<br/> • Definition of Women Empowerment<br/> • Education and Women Empowerment<br/> • Criteria of Women Empowerment<br/> • Giving Girls and Women an Opportunity in Skill Training<br/><br/><br/><br/> 5. Equity and Equality in Education<br/> • Gender Equity and Equality<br/> • Gender and Class<br/> • Gender and Caste, Religion and Ethnicity<br/> • Gender and Disability<br/> • Gender and Religion<br/> • Gender Equity and Equality in Education<br/> • Education and Women<br/> • Meaning of Education for Women<br/> • Objectives of Women’s Education<br/> • Life Skills and Women<br/> • Definition of Life Skills<br/> • Different Aspects of Life Skills<br/> • Need for and Importance of Life Skills<br/> • Women and Sustainable Development<br/> • Special Role of Women as Protector of Environment<br/> • Waste Management and Woman Worker<br/><br/><br/><br/> 6. Equity and Equality in Education: Present Status in India and Prospects<br/> • Gender Realities and Challenges of Education<br/> • Drop-out Rates in School Education <br/> • Table: Drop-out Rates in School Education<br/> • A: All Categories of Students<br/> • Issues Concerning Enrolment of Girls and Their Retention<br/> • Table: Number of Girls per Hundred Boys Enrolled by Stages of Education<br/> • Education as a Means of Socialisation and Social Control<br/> • List of States on the Basis of Sex Ratio <br/> • Child Sex Ratio<br/> • Implications for Girls as Students<br/> • Table: Examination Results<br/> • A: Class X 2010<br/> • B: Class XII 2010<br/> • C: Class XII- Selected Streams- 2010<br/> • Heterogeneous Gender Realities and Domains and Challenges in Education<br/> • Table: Level-wise Enrolment A: All Categories of Students<br/> • Table: Level-wise Enrolment A: Scheduled Caste Students<br/> • Table: Level-wise Enrolment B: Scheduled Caste Students<br/> • What type of School are children going to? Change over time? Enrolment in Private Schools<br/> • Concerns Specific to Education<br/><br/><br/><br/><br/> 7. Polyandrous, Matrilineal and Matriarchal Societies in India<br/> • Types of Polyandry<br/> • Fraternal Polyandry<br/> • Partible Polyandry<br/> • Occurrences of Polyandry<br/> • Asia<br/> • Hinduism <br/> • Judaism <br/> • Christianity <br/> • Islam <br/> • Matrilineal Societies in India<br/> • Matrilineal Surname<br/> • Care of children<br/> • Matrilineality in Specific Ethnic Groups<br/> • Matriarchal Societies in India<br/> • Definitions, Connotations, and Etymology<br/> • Asia <br/> • India <br/><br/><br/><br/>Unit- II: Gender Studies: Paradigm Shift<br/><br/><br/> 8. Paradigm Shift from Women’s Studies to Gender Studies<br/> • Meaning of Paradigm Shift<br/> • Paradigm Shift from Women’s Studies to Gender Studies<br/> • Gender Studies and Gender Main Streaming<br/><br/><br/> 9. Historical Backdrop: Women’s Social Reform Movements<br/> • Concept of Social Reform Movement<br/> • Women’s Movements in India<br/> • (A) Pre-independence Women’s Movements in India: First Wave of Women’s Movements<br/> • Social Reform Movement and Women<br/> • Raja Ram Mohan Roy<br/> • Development of Women’s Education<br/> • Ishwar Chadra Vidyasagar<br/> • Justice Mahadev Gobind Ranade<br/> • Mahrishi Karve<br/> • Swami Dayananda<br/> • Swami Vivekananda<br/> • 1. The Gujarat Vernacular Society <br/> • 2. The Deccan Education Society<br/> • 3. Ramakrishna Mission<br/> • 4. Arya Samaj <br/> • 5. Hingne Women’s Education Institution<br/> • 6. SNDT Women University<br/> • 7. Seva Sadan<br/> • 8. Indian National Social Conference<br/> • 9. All India Women’s Conference<br/> • 10. Sharda Sadan<br/> • (B) Women in Indian national Movement<br/> • (C) Post-independence Women’s Movements in India: The Second Wave<br/> • (D) Contemporary Women’s Movements in India: Third Wave of Women’s Movement<br/> • Important Committees and Commissions for Women<br/> • International Conventions<br/><br/><br/><br/> 10. Theories on Gender and Education and Their Application in Indian Context<br/> • Four Feminist Approaches to Educational Intervention<br/> • 1. Socialisation Theory<br/> • 2. Gender-difference Theory<br/> • Leftist Challenge to Liberal Feminists<br/> • 3. Structural Theory<br/> • 4. Deconstructive Theory<br/> • Theories on Gender and Education: Comparative Analysis<br/> • Conclusion <br/><br/><br/> 11. Power Control in Patriarchal, Patrilineal, Matriarchal and Matrilineal Societies<br/> • Patriarchal Societies<br/> • Etymology and Usage<br/> • History and Origin of Modern Patriarchy<br/> • Feminist Theory<br/> • Patriarchal System<br/> • Characteristics of a Patriarchal System<br/> • Examples of Patriarchal System: Military<br/> • Patrilineality <br/> • Agnatic Succession<br/> • Assessing Effect of Patriarchal, Patrilineal, Matriarchy and Matrilineal Societies on Children’s Education<br/><br/><br/><br/>Unit- III: Gender, Power and Education<br/><br/> 12. Gender Identities and Socialisation Practices<br/> • Socialisation Processes: Meaning and Definition<br/> • Characteristics of Socialization<br/> • Process of Socialization <br/> • Agencies Leading to Socialization of a Child<br/> • Factors Resisting Socialization of a Child<br/> • Role of Teacher in the Process of Socialization<br/><br/><br/><br/> 13. Schooling of Girls: Inequalities and Resistances<br/> • Schooling of Girls<br/> • Education and Violence against Women<br/> • Education and Women’s Empowerment<br/> • Schooling of Girls in India<br/> • Ghosha<br/> • Lopamudra <br/> • Maitreyi <br/> • Gargi <br/> • British India <br/> • Independent India<br/> • Current Policies<br/> • Inequalities and Resistance Issues of Access, Retention and Exclusion<br/><br/><br/><br/> 14. Collection of Folklores Reflecting Socialisation Processes<br/> • Pattern of Folktale Practices among School Children and Socialisation Process<br/> • Culture Acquisition through Folk tales<br/><br/><br/><br/> 15. Changing Perspectives with Legal Provisions<br/> • The Hindu Succession Act, 1956<br/> • Introduction <br/> • Main features of the act<br/> • Overriding effect of the act<br/> • Scheme of the act<br/> • Intestate succession <br/> • Devolution of interest in Mitakshara Coparcenary Property<br/> • (a) Section 6 of the act as it stood before the Hindu Succession (Amendment) Act, 2005<br/> • What is Coparcenary<br/> • Coparcenary Property<br/> • Illustrations<br/> • (b) Section 6 of the Act as it Stood before the Hindu Succession (Amendment) Act, 2005<br/> • Devolution of interest in the property of Tarwad, Tavazhi, Kutumba, Kavaru ot Illom <br/> • Succession of Property of a male Hindu<br/> • Property of a female Hindu to be her absolute property<br/> • Effect of Section 14<br/> • Female Benamidar of the property<br/> • Basic difference between sub-section (1) and sub-section (2) of Section 14 of Hindu Succession Act<br/> • Object of section 14(2)<br/> • Rules of Succession of the property of females<br/> • Succession under the Muslim Law<br/> • General Principles of Inheritance<br/> • 1. No joint family property<br/> • 2. Birth-right not recognized<br/> • 3. Estate Vests at once in the Heirs<br/> • 4. Child in the womb<br/> • 5. Principle of Primogeniture<br/> • 6. Principle of Representation<br/> • 7. Principle of Exclusion<br/> • (a) Homicide<br/> • Sunni Law of Inheritance<br/> • Classes of Heirs<br/> • Shia Law of Inheritance<br/> • No “Distant Kindred”<br/> • Classification of Heirs<br/> • Sunni (Hanafi) and Shia Law of Inheritance Distinguished<br/> • 1. Rule of Primogeniture<br/> • 2. Homicide <br/> • 3. Illegitimate child<br/> • 4. Movable and immovable property<br/> • 5. Doctrine of representation<br/> • 6. Classification of Heirs<br/> • 7. Nearer Degree Excluding the Remoter<br/> • 8. Doctrine of Aul<br/> • 9. Doctrine of Rudd (Return)<br/> • 10. Devolution of Residue<br/> • 11. Under Shia Law the Mother’s Right to get 1/3 not curtailed<br/> • Hindu and Muslim Law of inheritance Compared<br/><br/><br/><br/>Unit- IV: Gender Issues in Curriculum<br/><br/><br/> 16. Social Construction of Masculinity and Femininity <br/> • Purpose of Education: Narrowing or expanding human capacities<br/> • Critical definitions of gender, masculinity, equality and empowerment<br/> • Gender <br/> • Masculinity <br/> • Equality <br/> • Empowerment <br/> • Substantive Citizenship and linking and collective gender-based transformation<br/> • Gender, education and construction of knowledge<br/> • Why to deal with gender issues in education <br/> • How gender-based inquiry can enhance education <br/> • Diversity and Intersectionality<br/> • How education can address gender inequalities<br/> • Paradox of education and internally contradictory construction of knowledge<br/> • Constructing alternative gender-based framework of knowledge and making visible the invisible <br/> • Need for alternative gender-based framework of knowledge<br/><br/><br/><br/> 17. Patriarchies in Interaction with Other Social Structures and Identities<br/> • Social Structures and Identities<br/> • Diverse learning theories and gender identity formulation<br/> • Gender roles<br/> • Formulation of gender roles identity and self-concept in different cultures: Gender Socialisation<br/> • Gender roles<br/> • Some additional instances and episodic narrations<br/> • Patriarchies in interaction with social structures and identities<br/> • Speaking pictures<br/><br/><br/><br/> 18. Reproducing Gender in School Curriculum, Textbooks and Classroom Processes<br/> • Reproducing gender in school curriculum and textbooks<br/> • (a) History<br/> • (b) Economics<br/> • (c) Sociology<br/> • (d) Political Science<br/> • (e) Geography<br/> • (f) Sciences<br/> • (g) Mathematics<br/> • (h) Language<br/> • Reproducing gender in classroom processes and student-teacher interactions<br/> • Pedagogy <br/> • Indications for exercise<br/> • Teacher as agent of change: teacher training<br/> • Experiment on gender issue by rural school female teacher<br/><br/><br/> 19. Overcoming Gender Stereotypes <br/> • Overcoming Gender Stereotypes<br/><br/><br/> 20. Working towards Gender Equality in the Classroom: Need and Strategies<br/> • Locating the teacher<br/> • Problem with gender input and teacher training<br/> • The Way Forward<br/> • Using Creative Methodologies<br/><br/><br/> 21. Empowerment of Women: Strategies and Issues<br/> • Co-education <br/> • Merits of Co-education<br/> • Demerits of Co-education<br/> • Inference <br/> • Relationship within school<br/> • National Educational Policies and Gender Issues<br/> • Nationalisation of Women’s Education<br/> • Towards Equality Report, 1975<br/> • National Educational Policy, 1986<br/> • Provisions for Women Empowerment in National Educational Policy, 1986<br/> • National Curriculum Framework, 2000<br/> • Government Policies and Existing Approaches to Gender, Equality and Empowerment<br/> • Appendix ‘A’: Definitions and Vocabulary<br/> • Other Definitions<br/> • Appendix ‘B’: Important Tables<br/> • Table: Gross Enrolment Ratio (GER)A: All Categories of students<br/> • Table: Gross Enrolment Ratio (GER)A: All Categories of students<br/> • Table: Gross Enrolment Ratio (GER)B: Scheduled Caste Students<br/> • Table: Gross Enrolment Ratio (GER)C: Scheduled Tribes Students<br/> • Table: Gross Enrolment Ratio (GER)C: Scheduled Tribes Students<br/> • Table: Gender Parity Index (GPI)A: All Categories of Students<br/> • Table: Gender Parity Index (GPI)B: Scheduled Caste Students<br/> • Table: Gender Parity Index (GPI)C: Scheduled Tribes Students<br/> • Table: Public Expenditure on Education and Gross Domestic Product (GDP)<br/> • Table : Literacy Rates (7+ Age Groups) (in Percentage)<br/> • Table: Adult Literacy Rates (15+ Age Group) (in Percentage)<br/> • Table: Number of Institutions by Type: 2013-14 (P)<br/> • Table: Number and Pupil-teacher Ratio by Type of Institution <br/> • Table: Gender Parity Index<br/> • Table: Level-wise Drop-Out Ratio in school education (in % age)<br/> • Table: Examination Result<br/> • Table: Literacy Rates (% age)<br/> • Table: Number of Recognised Educational Institutes<br/> • Table: Number of Girls Per Hundred Boys Enrolled by Stage of Education<br/> • Table: Number of Female Teacher Per Hundred Male Teachers<br/> • Table: Public Expenditure on Education and Gross Domestic Product (GDP)<br/> • Bibliography<br/> • Reading List<br/> • Web References<br/> • Objective Questions<br/> • Tick the right options<br/> • Tick True or False |
| 300 ## - Page No. | |
| Page No | 278p |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Source of classification or shelving scheme | |
| Koha item type | General Books |
| Withdrawn status | Lost status | Source of classification or shelving scheme | Damaged status | Not for loan | Home library | Current library | Date acquired | Total Checkouts | Full call number | Barcode | Date last seen | Date checked out | Price effective from | Koha item type | Total Renewals |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Dewey Decimal Classification | Guru Nanak College of Education | Guru Nanak College of Education | 20.02.2017 | 5 | 370.095 4 JAI | BED0005317 | 08.03.2021 | 30.01.2018 | 20.02.2017 | Reserve Books Section | |||||
| Dewey Decimal Classification | Guru Nanak College of Education | Guru Nanak College of Education | 20.02.2017 | 15 | 370.095 4 JAI | BED0005318 | 08.03.2021 | 29.01.2020 | 20.02.2017 | General Books | |||||
| Dewey Decimal Classification | Guru Nanak College of Education | Guru Nanak College of Education | 20.02.2017 | 15 | 370.095 4 JAI | BED0005319 | 08.03.2021 | 16.01.2020 | 20.02.2017 | General Books | |||||
| Dewey Decimal Classification | Guru Nanak College of Education | Guru Nanak College of Education | 20.02.2017 | 11 | 370.095 4 JAI | BED0005320 | 08.03.2021 | 12.04.2019 | 20.02.2017 | General Books | |||||
| Dewey Decimal Classification | Guru Nanak College of Education | Guru Nanak College of Education | 20.02.2017 | 14 | 370.095 4 JAI | BED0005321 | 10.04.2024 | 01.04.2024 | 20.02.2017 | General Books | |||||
| Dewey Decimal Classification | Guru Nanak College of Education | Guru Nanak College of Education | 20.02.2017 | 15 | 370.095 4 JAI | BED0005322 | 08.03.2021 | 03.02.2020 | 20.02.2017 | General Books | |||||
| Dewey Decimal Classification | Guru Nanak College of Education | Guru Nanak College of Education | 20.02.2017 | 18 | 370.095 4 JAI | BED0005323 | 01.04.2024 | 19.03.2024 | 20.02.2017 | General Books | |||||
| Dewey Decimal Classification | Guru Nanak College of Education | Guru Nanak College of Education | 20.02.2017 | 13 | 370.095 4 JAI | BED0005324 | 08.03.2021 | 08.01.2020 | 20.02.2017 | General Books | |||||
| Dewey Decimal Classification | Guru Nanak College of Education | Guru Nanak College of Education | 20.02.2017 | 17 | 370.095 4 JAI | BED0005325 | 08.03.2021 | 15.01.2020 | 20.02.2017 | General Books | 1 | ||||
| Dewey Decimal Classification | Guru Nanak College of Education | Guru Nanak College of Education | 20.02.2017 | 16 | 370.095 4 JAI | BED0005326 | 08.03.2021 | 22.04.2019 | 20.02.2017 | General Books | |||||
| Dewey Decimal Classification | Guru Nanak College of Education | Guru Nanak College of Education | 20.02.2017 | 16 | 370.095 4 JAI | BED0005327 | 17.04.2023 | 13.04.2023 | 20.02.2017 | General Books | |||||
| Dewey Decimal Classification | Guru Nanak College of Education | Guru Nanak College of Education | 20.02.2017 | 12 | 370.095 4 JAI | BED0005328 | 08.03.2021 | 10.04.2019 | 20.02.2017 | General Books | |||||
| Dewey Decimal Classification | Guru Nanak College of Education | Guru Nanak College of Education | 20.02.2017 | 15 | 370.095 4 JAI | BED0005329 | 08.03.2021 | 06.01.2020 | 20.02.2017 | General Books | |||||
| Dewey Decimal Classification | Guru Nanak College of Education | Guru Nanak College of Education | 20.02.2017 | 17 | 370.095 4 JAI | BED0005330 | 10.04.2024 | 02.04.2024 | 20.02.2017 | General Books | 3 | ||||
| Dewey Decimal Classification | Guru Nanak College of Education | Guru Nanak College of Education | 20.02.2017 | 17 | 370.095 4 JAI | BED0005331 | 05.02.2020 | 03.02.2020 | 20.02.2017 | General Books | |||||
| Dewey Decimal Classification | Guru Nanak College of Education | Guru Nanak College of Education | 28.03.2017 | 16 | 370.095 4 JAI | BED0005462 | 08.03.2021 | 17.01.2020 | 28.03.2017 | Book Bank | |||||
| Dewey Decimal Classification | Guru Nanak College of Education | Guru Nanak College of Education | 28.03.2017 | 13 | 370.095 4 JAI | BED0005463 | 08.03.2021 | 15.01.2020 | 28.03.2017 | Book Bank | |||||
| Dewey Decimal Classification | Guru Nanak College of Education | Guru Nanak College of Education | 28.03.2017 | 6 | 370.095 4 JAI | BED0005464 | 08.03.2021 | 12.02.2019 | 28.03.2017 | Book Bank | |||||
| Dewey Decimal Classification | Guru Nanak College of Education | Guru Nanak College of Education | 28.03.2017 | 15 | 370.095 4 JAI | BED0005465 | 08.03.2021 | 15.01.2020 | 28.03.2017 | Book Bank | |||||
| Dewey Decimal Classification | Guru Nanak College of Education | Guru Nanak College of Education | 28.03.2017 | 9 | 370.095 4 JAI | BED0005466 | 08.03.2021 | 27.02.2020 | 28.03.2017 | Book Bank | 2 | ||||
| Dewey Decimal Classification | Guru Nanak College of Education | Guru Nanak College of Education | 17.09.2020 | 1 | 370.095 4 JAI | BEDD000472 | 09.05.2024 | 09.05.2024 | 17.09.2020 | General Books |