Adult education In India from a subaltern perspective

Dagar, P. (2019) Adult education In India from a subaltern perspective. Postcolonial Directions in Education, 8(1), pp. 61-77.

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The educational experiences and educational attainments of women are affected by the intersectionality of gender, class, caste, religion, age, language and geographical location. In India, the women from marginalised groups such as scheduled tribes, lower castes and Muslim minorities have the highest levels of adult illiteracy, unemployment and poverty. I take an interdisciplinary approach drawing on postcolonial theory, education, sociology, development studies and gender studies to develop an analysis of certain adult education and women’s empowerment programmes in India and their understanding of literacy, inclusion, empowerment, identities, development and social change. Different socio-cultural fields intersect and affect the world of adult education practices, and a broader understanding of adult learning is required to address the needs of gendered adult learners.

Item Type:Articles
Glasgow Author(s) Enlighten ID:Dagar, Dr Preeti
Authors: Dagar, P.
Subjects:L Education > LC Special aspects of education > LC5201 Education extension. Adult education. Continuing education
College/School:College of Social Sciences > School of Education > Social Justice Place and Lifelong Education
Journal Name:Postcolonial Directions in Education
Publisher:University of Malta, Faculty of Education
ISSN (Online):2304-5388
Copyright Holders:Copyright © 2019 Postcolonial Directions in Education
First Published:First published in Postcolonial Directions in Education 8(1):61-77
Publisher Policy:Reproduced with the permission of the publisher

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