The illusion of equity in the education:-

Background :-As the Right to Education (RTE) Act just completed five years of operation, it is time to take note of some facts. Kerala became the first State to achieve 100 per cent primary education, but in Uttar Pradesh, only 12 out of 75 districts have admitted students from disadvantaged groups to private schools. The Act mandates that schools reserve 25 per cent seats for these students. There are rumours that due to the pressure exerted by the private schools’ lobby, Karnataka may dilute the Act. A large number of Dalits, Adivasis and girls discontinue education because of discrimination in schools. And more than 60 per cent of urban primary schools are overcrowded, and about 50 per cent of Indian students cannot do basic mathematics or read a short story when they complete elementary education.

Equitable quality education

Universalising education involves issues of both distributive justice and quality. While the former concerns taking education to marginalised communities, the latter asks, ‘what counts as meaningful education?’

Considering that inadequate education affects the disadvantaged groups more severely, it is a possibility that these groups will end up with restricted opportunities and diminished outcomes given the market-driven economy we live in.

The RTE, therefore, entails the right to equitable quality education. It is with this aim that India enacted the Right of Children to Free and Compulsory Education Act, 2009.

According to the 2011 Census, the average literacy rates of people aged above 15 among Scheduled Castes (SCs) and Scheduled Tribes (STs) are about 9 per cent and 17.4 per cent less than the national average, respectively.

The female literacy rate is 19.5 per cent less than that of males. This difference increases to 23 per cent and 23.5 per cent among the SCs and STs, respectively, indicating the double discrimination faced by Dalit and Adivasi women. The dropout rates among SCs and STs are significantly higher than the national average and more girls discontinue schooling than boys. Of course, there is a wide variation across States and the gap is wider in rural areas as compared to urban, but these statistics suggest significant inequalities in the distribution of educational opportunities.

The Annual Status of Education Report (ASER) 2014 reveals that enrolment in private schools has increased from 18.7 per cent in 2006 to 30.8 per cent in 2014. But has this increase been accompanied by a proportionate inclusion of disadvantaged groups?

The National University of Educational Planning and Administration’s 2011-12 report shows that only about 16 per cent of students from SCs and STs attend private schools and the average Indian household spends five times more money on each child annually if s/he is enrolled in a private school compared to a government school. It is reasonable to say that private schools are ordinarily more accessible to higher income groups.

ASER reports suggest that private schools fare only marginally better in terms of imparting quality education compared to government schools. While the ASER methodology of quantifying learning has been disputed, these statistics suggest that our education system has fared poorly on both equity and quality parameters.

The Constitution provides a flexible framework for a welfare state. Article 39 directs the state to frame policies that distribute the “ownership and control of the material resources of the community” such that it serves the “common good”, and “provide opportunities and facilities that enable children to develop in a healthy manner in conditions of freedom and dignity”.

While Directive Principles are non-justiciable, Article 37 commands that they shall be “fundamental in the governance of the country and it shall be the duty of the State to apply these principles in making laws”.

Initially, universal elementary education was a Directive Principle under Article 45. The fact that it was made a fundamental right vide the 86th Amendment does not jettison the egalitarian perspective that placed it in the same scheme as other Directive Principles, particularly those under Article 39.

The Kothari Commission recommended a common school system (CSS) to “bring the different social classes and groups together and thus promote the emergence of an egalitarian and integrated society”. It lamented that “instead of doing so, education itself is tending to increase social segregation and to perpetuate and widen class distinctions”. This results in the “anaemic and incomplete” education of both the rich and poor as it forecloses sharing of perspectives.

The CSS was adopted by both the 1968 and 1986 national policies on education. While the interventions from ‘Operation Blackboard’ to Sarva Shiksha Abhiyan brought universalisation and quality to the forefront, the CSS was somehow relegated to the background.

The road ahead

The RTE Act provides for minimum quality standards and mandates 25 per cent reservation for children belonging to weaker sections. This provision has caused much debate. The Ministry of Human Resource Development has clarified that “the larger objective [of this provision] is to provide a common place where children sit, eat and live together for at least eight years of their lives across caste, class and gender divides in order that it narrows down such divisions in our society”.

Four caveats could be issued here. One, in conceiving ‘disadvantaged groups’, we must also include children of sex workers, transgendered groups, disabled persons and minorities. Two, equality also means the right to be treated with dignity and respect. Three, the government must not abdicate its responsibility to make its schools inclusive. If Dalit children sit separately and clean toilets and girls perform stereotypical gender roles, then we have only engrafted inequality and entrenched hierarchies. Four, education itself needs to celebrate the diverse ways in which knowledge is transferred and acquired.

As the RTE Act emerges from its nascence and education statistics continue to disappoint on both quality and inclusion parameters, the government is deliberating the first education policy post-1991. Its success would depend on how it socialises the private and provides a vision for an equitable quality education.

Brief History on Education in India:-

Year/Commission Details
1781 Calcutta Madrash established by Warren Hastings to study Muslim Laws
1791 Sanskrit College , Benaras , by Jonathan Duncan to study Hindu law and philosophy
Charter act 1813 One lakh rupees annually
1817 Raja Ram Mohan Ray and David Hare – Hindu College Calcutta
Macauley’s Minute Favoured Anglicist
  Indian learning inferior to European learning
  Creating a class ” Indian in blood and colour but English in tastes , in opinion, in morals and in intellect”
  Downward filtration Theory
   
Wood’s Despatch/1854 Magna Carta of English Education in India
  Asked govt. to assume responsibility of Mass education and repudiated downward filtration theory
  Stress on Female and Vocational Education
  Secular education
  Grant-in-Aid to encourage private enterprise
1849 Bethune school for female education
1857 University of Calcutta,
  Agriculture University at Pusa, Bihar
  Roorkee Engineering College
   
Hunter Commission/1882 Primary and secondary education
  Punjab University -1882
  Allahabad University -1887
   
India Universities Act/ 1904 Retrograde Measures by greater control in universities functioning and affiliation
   
Saddler report/ 1917-1919 12 yrs School course
  Secondary education to be emphasized
  Separate board for secondary and intermediate education
  University should function as centralized and unitary residential college
   
Hartog Committee /1929 Deserving student should go for higher education and rest should go for vocational training
  entry to university should be restricted
   
Wardha Scheme of Basic Education /1937 (Zakir Hussain Committee) learning through activity
  basic handicraft in syllabus
  first 7 yrs free education
  child-centered and co-operative scheme
  Hindi till 8th standard and English afterwards
   
Sergent Plan pre-premary (3-6 yrs)
  elementary (6-11yrs)
  high school (11-17 yrs)
  university (3 yrs course)
  High school – academic and vocational
  teacher’s training and physical education
   
Radhakrishna Committee/1948 12 yrs pre-university education
  3 objectives – central, liberal and occupational
  rural universities modeled around Shantiniketan
  no over-crowding of colleges (100 students per college only
  university education in concurrent list
  University Grant Commission to be set up
  UGC – 1953, statutory status in 1956
   
Kothari commission /1964 National pattern of education
  National Policy on Education – 1968
  Free and compulsory education till age of 14
  3 language formula
  6% of national income for investment on education
  development of agriculture and industrial education
   

Maharashtra rolls out deradicalisation plan:-

To face the challenges posed by various home-grown extremists and the global Islamic State (IS) terrorists, Maharashtra state government has rolled out a deradicalisation programme for the minority community.

The plan, brought out by the State Home Department, is a 50-point socio-economic strategy with the aim of ‘bringing youth of the minority community into the mainstream’ and making coordinated efforts and policies in 13 sectors, including education, sports, urban planning, law and order, skill development, women and child, social justice, and health.

  • The proposed responses drawn up against the threat of home-grown extremism include: plans to teach religious texts from all sects in minority schools and teaching merits of democratic States and demerits of dictatorships as a separate chapter in the Urdu textbooks.  
  • The plan aims to create an environment of solidarity and trust among the minority, and envisages different departments undertaking various schemes to reach out to the minority, implement a scheme a year, while setting aside 15% of their funds for the same.
  • The State police has been directed to deal with religious extremism in the strictest possible manner. Individuals and organisations disturbing communal harmony, spreading propaganda on social websites and services, will also be dealt with strongly.
  • The cops have been told to identify and reduce any feeling of communalism within the force and reach out to the minority community and win their hearts at all costs.
  • As per this plan, the State Education Department will launch a mid-day meal scheme in Urdu schools, provide textbooks at subsidised rates, and teach Urdu as optional subject in 300 Marathi shalas (schools).

Cabinet approves formation of Joint Venture Companies with State Governments:-

The Union Cabinet has given its approval for allowing the Ministry of Railways to form Joint Venture Companies with the State Governments to mobilize resources for undertaking various rail infrastructure projects in States.

  • Joint Venture exercise would ensure greater participation of State Governments in implementation of Railway Projects both in terms of financial participation as well as decision making process.
  • This will also facilitate in faster statutory approvals and land acquisition.
  • With this, various cement, steel, power plants etc. would also get the necessary rail link for transportation of their raw material and finished products.

 

Protecting India’s trade Interests:-

 

Background :-

Twelve Pacific rim countries, in October 2015, agreed on the Trans-Pacific Partnership (TPP), the largest regional trade agreement ever, which covers countries that account for 40% of the global economy.

  • The aim of TPP is to ease the flow of goods, services and investments among them, and to strengthen the rules on labour standards, environmental issues, origin criteria and intellectual property.
  • It is touted as the most ambitious of trade deals between these countries that have about 800 million people and account for 40% of the global trade.
  • Though not part of it, TPP still holds significant lessons and warnings for India.

Impacts on India:-

The TPP will likely affect India’s exports to the 12 Pacific countries. According to one estimate, trade worth $2.7 billion will be diverted away from India. This number could increase to $3.8 billion if South Korea joins the club. The costs could be even higher if India is unable to participate in global supply chains due to the TPP’s rules on standards, labour and environment policies.

  • Further, standardisation of intellectual property regimes across the TPP countries and rules on expropriation may make it more difficult for India to attract foreign investment over, say, a Vietnam.
  • The TPP has even altered India’s bargaining power and negotiating positions.

Way ahead for India:-

Concluding other free trade negotiations:

Impelled by the looming onset of the TPP, India should conclude, on a priority basis, its ongoing free trade negotiations. These include the India-EU Bilateral Trade and Investment Agreement and the mega Regional Comprehensive Economic Partnership with the Association of Southeast Asian Nations, China and others. Benefits from these agreements will help mitigate some of the export losses that India may face in leather goods, textile, and plastics on account of trade diversion due to TPP. Aiming to diversify export destinations to hitherto untapped markets like Latin America and Africa would also help.

Protecting traditional knowledge:

India also needs to identify its trade interest areas and propose alternative negotiating templates. One such area is biopiracy, protection of traditional knowledge, and the link between the WTO’s Trade-Related Aspects of Intellectual Property Rights agreement and the Convention on Biological Diversity. There have been several instances of biopiracy in the past, of Indian traditional knowledge, such as the patenting of the wound-healing properties of haldi (turmeric). Being among the 12 mega biodiversity-rich countries, India needs to bring this issue to the negotiating table in its own free trade agreements.

Making products more cost-competitive:

On the domestic front, India should accelerate the process of making its products more cost-competitive. There is no denying that India’s infrastructural deficiency, including port congestion and poor road connectivity, is one of the main hurdles in attaining this cost competitiveness. Addressing these will have the dual effect of not only making India’s exports cost-competitive, but will also make them more attractive for international lead firms to integrate India in global value chains.

Having appropriate conformity-assessment procedures:

The government should launch a comprehensive initiative to enable Indian exporters to not only comply with standards prevalent in the importing market, but also demonstrate the compliance through appropriate conformity-assessment procedures. India should resist any attempt to converge its domestic public standards with the dominant private standards in TPP countries. If India’s public standards are harmonised with foreign standards, they will be equally applicable to domestic and export sales on account of the ‘national treatment’ principle of the WTO which prohibits less favourable treatment to imported products. The harmonised standards may result in most producers not only being excluded from export markets, but also being edged out of the domestic market, undermining the Make in India initiative in the process.

Ensuring WTO commitments are not violated:

India also needs to closely watch the regulatory regimes in TPP countries, ensuring that these countries do not violate their WTO commitments in the process of implementing the TPP. The WTO does allow a member to deviate from its obligations with respect to a free trade area; however, such a deviation is not unqualified. If a TPP country restricts the market access for non-TPP members such as India on account of higher labour standards, a potential violation of WTO provisions may arise, which India should not shy away from pursuing using the WTO’s dispute settlement mechanism.

Conclusion:

By not being part of the TPP, India will certainly incur losses on account of trade diversion. Yet, joining the TPP is not an option for the country. This would entail very heavy costs. Hence, the government should draw a cohesive trade policy approach on the international as well as domestic front, aimed at protecting and promoting India’s trade interests. Further, it needs to urgently strengthen its negotiating teams and re-establish its credibility to conclude big-ticket agreements.


 

India Signs an Agreement to Become an Associate Member State of European Molecular Biology Organisation

India through the Department of Biotechnology, Ministry of Science and Technology, has signed a Cooperation Agreement to acquire the status of the Associate Member State European Molecular Biology Organisation (EMBO)

Benefits:-

  • This would strengthen scientific interaction and collaborative research between India and Europe in this field.
  • With this, researchers working in India are now eligible to participate in all EMBO programmes and activities.
  • Indian scientists can apply to EMBO’s programmes, such as long-term fellowships for postdoctoral researchers, short-term fellowships, courses and workshops, as well as the EMBO Young Investigator Programme.

About EMBO:

  • EMBO is an organization of more than 1700 leading researchers that promotes excellence in the life sciences.
  • The major goals of the organization are to support talented researchers at all stages of their careers, stimulate the exchange of scientific information. 
  • The organization is based in Germany.

 

 

Share is Caring, Choose Your Platform!

Receive Daily Updates

Stay updated with current events, tests, material and UPSC related news

Recent Posts

    INTRODUCTION

    Since most of the early scholars, researchers and historians were men, many aspects of society did not find a place in history books. For example, child-birth, menstruation, women’s work, transgenders, households etc. did not find much mention.

    [wptelegram-join-channel link=”https://t.me/s/upsctree” text=”Join @upsctree on Telegram”]

    Rather than building a holistic picture of the past, some select aspects such as polity and the different roles of men became the central focus of history writing. Women were confined to one corner of the chapter where a paragraph or two was devoted to the ‘status and position of women’.

    Even the details of these paragraphs were hardly different from each other. This made it look like as if history (and thereby society, polity, economy and all culture) belonged to men while women were only a small static unit to be mentioned separately. Of course, there were some exceptions, but these were however rare. This practice is being corrected now and the roles and presence of women are being read into all parts of historical questions.

    SOURCES FOR UNDERSTANDING GENDER HISTORY

    Sources are the bases of history writing. From simple pre-historic tools to abstruse texts, everything can be utilized to understand life and roles of women in history. The presence as well as the absence of women from sources needs to be duly noticed, deliberated and argued upon and only then to be theorised upon.

    Certain objects being directly related to the lives of women or depicting the ideas of the female principle are of central importance. These include but are not limited to female figurines, art objects, texts attributed to or authored or compiled by women, monuments created by or for women, various objects relating to their lifestyle, objects associated with women on account of their cultural roles and so on.

    It has been rightly pointed out by Uma Chakravarti that much of the gender history written in early phase was a ‘partial view from above’. This referred to the utilization of select textual sources and focused only on relational identity of women. There were, however, a few exceptions.

    GENDER HISTORIOGRAPHY

    Amongst the many narratives propagated to denigrate Indian civilization and culture by the British colonial rulers, the condition of Indian women became a point of central reference. Various social evils that made the life of women miserable were pointed out and efforts were also made to introduce ‘reforms.’ Sati, child-marriages, imposed widowhood, polygamy, dowry, educational and economic inequality, purdah (ghoonghat) and many other practices prevailed during the colonial period that made the life of women difficult and pitiable.

    Some practices affected women of higher social and economic households while others led to misery for poorer women. Many social reform movements were started in the 19th century to address these issues and contributions were made by Indian reformers as well as British officials and other Europeans.

    Women in India came to be treated as a homogeneous category and over generalisation became the norm. While many communities in India practised widow remarriage and did not practise (much less forced) sati and while some practised divorces or separation, the image of the Indian woman who had been subjugated as woman, wife and widow became a dominant theme in history writing.

    Secondly, a western vision was placed over the non-western societies and hence interpretations were far removed from the context. For example, notion of stridhan was equated with dowry and little regard was paid to the provisions regarding its use and ownership by women.

    The huge social stigma that came along with the selling of jewellery of the household (one of the main components of stridhan) was paid no attention to. Similarly, penal provisions listed by ancient texts for misappropriation of women’s property were not even looked into.

    During the Paleolithic age, hunting and gathering was norm. However much importance was given to Hunting than gathering in all literature of history. Studies, however, show that hunted prey formed only 35% of the diet while gathering fruits and other edible material supplied the major portion. Gathering of food resources was ordinarily done by women. Since gathering was an important activity, more than hunting for game, it could point to significant role playing by women.

    The gendered understanding of Harappan civilization is being built upon and various archaeological remains have been studied in this respect. The female figurines, idols of pregnant women, the statue of the ‘dancing girl’, various pieces of jewellery and personal belongings that have been discovered at various sites and offer useful insights on the public and private lives of women and men.

    The statue of a girl obtained from Mohanjodaro has been called a ‘dancing girl’ on grounds of familiarity with the institution of devadasis in the later times. Such backward looking explanations are problematic.

    There is a wide variety of terracotta female figurines that have been found at different sites right from the pre-Harappan times. Women figures are found suckling a baby, holding utensils, kneading dough, nursing infants, carrying objects like drums, seated figures for board games, with steatopygia (fat deposition on the hips and elsewhere), with floral head-dresses and in many other forms.

    Even figurines of pregnant women are quite common. However, most of these have been uncritically associated with fertility, religiosity and reproductive ideas, and have been passed off as representations of the Mother Goddesses. While some of them were votive objects, others are held to be toys or other utilities. The focus on female form has been so stereotypical that women have been seen as associated only with home, hearth, fertility, sexuality and divinity. So much so that sometimes even male figurines in assumed womanly roles were classified as female figurines.

    POSITION OF WOMEN IN EARLY INDIA

    The first literary tradition in the Indian subcontinent (and the oldest in the world) is that of the Vedic corpus. From the four Samhitas to the Upanishads, we find many interesting references to women in various roles. Some of these women have left their mark on the cultural heritage to this day and are remembered in various ritual and social contexts. Their names, stories, some highly revered hymns, and other interesting facets are mentioned in the Vedic corpus.

    The Vedic literature has been classified as Early Vedic and Later Vedic. The Rigvedic society and polity seems to be teeming with life and agro-pastoral economy was enmeshed in close kinship ties. Women as well as men participated in society, economy and polity. Some of the most revered hymns including the gayatri mantra are ascribed to women.

    Various natural phenomena are depicted as Goddesses and they are offered prayers. While quantitative analysis highlights the predominance of Indra, Agni, Varuna and other male gods, the power and stature of the goddesses is equally well established.

    Women participated in all three Vedic socio-political assemblies viz. Sabha, Samiti and Vidhata. They had access to education and were even engaged in knowledge creation. They could choose to be brahmavadinis with or without matrimony.

    Hence, there is no reason to believe that they were only confined to home and hearth. T. S. Rukmani attempts to understand if women had agency in early India. Her work has highlighted many interesting details. The author acknowledges the fact that though the patriarchal set up put women at a loss, there were instances where women found space to exercise their agency.

    She points out that though the texts like the Kalpasutras (Srautasutras, Dharmasutras and Grhasutras) revolved around the ideology of Dharma and there was not much space to express alternative ideas, still these works also find some leeway to express ideas reflecting changed conditions.

    For example, there is a statement in the Apastamba Dharmasutra that one should follow what women say in the funeral samskaras. Stephanie Jamison believes that in hospitality and exchange relations, women played an important role. She says that the approval of the wife was important in the successful completion of the soma sacrifice. In another study it has been shown that women enjoyed agency in deciding what was given in a sacrifice, bhiksha to a sanyasin. The men had no authority in telling her what to do in these circumstances.

    Vedic society was the one which valued marriage immensely. In such contexts, Gender Perspectives if a woman chose not to marry, then it would point to her exercising choice in her decision to go against the grain and remain unmarried.

    Mention may be made of Gargi. She was a composer of hymns and has been called a brahmavadini. This term applies to a woman who was a composer of hymns and chose to remain unmarried, devoting herself to the pursuit of learning.

    Similarly, in the case of Maitreyi, she consciously opts to be educated in the Upanishadic lore and Yajnavalkya does not dissuade her from exercising her choice.

    The statement in the Rigveda that learned daughters should marry learned bridegrooms indicates that women had a say in marriage. Though male offspring is desired, there is a mantra in the Rigveda, recitation of which ensures the birth of a learned daughter.

    Altekar refers to the yajnas like seethayagna, rudrayajna etc. that were to be performed exclusively by women. Some of the women were known for their exceptional calibre, for example, from the Rigveda Samhita we find mention of women like Apala, Ghosha, Lopamudra, Gargi, Maitreyi, Shachi, Vishwavara Atri, Sulabha and others.

    Women have not only been praised as independent individuals but also with reference to their contributions towards their natal or marital families.

    The Later Vedic literature shows the progression towards a State society with a change in the organization of the society and polity. The chief comes to be referred to as bhupati instead of gopati. However, within the twelve important positions (ratnis) mentioned, the chief queen retains a special position under the title mahisi.

    The importance of the chief queen continued as gleaned from several references to them in the Epics, Arthashastra and even in coins and epigraphs from early historical times.

    The other Samhitas also refer to women sages such as Rishikas. The wife is referred to as sahadharmini. Brahmanas or the texts dealing with the performance of the yajna (Vedic ritual), requires a man to be accompanied by his wife to be able to carry out rituals.

    For example, Aitareya Brahmana looks upon the wife as essential to spiritual wholesomeness of the husband. However, there is a mention of some problematic institutions as well.

    Uma Chakravarti has pointed towards the condition of Vedic Dasis (female servant/slave) who are referred to in numerous instances. They were the objects of dana (donation/gift) and dakshina (fee).

    It is generally believed that from the post Vedic period the condition of the women steadily deteriorated. However, Panini’s Ashtadhyayi and subsequent grammatical literature speak highly of women acharyas and Upadhyayas.

    Thus, the memory and practice of a brahmavadini continued even after the Vedic period. The Ramayana, Mahabharata and even the Puranas keep the memory of brhamavadini alive.

    Mention may be made of Anasuya, Kunti, Damyanti, Draupadi, Gandhari, Rukmini who continued to fire the imagination of the poets. Texts show that the daughter of Kuni-garga refused marriage because she did not find anyone worthy of her.

    The Epics also mention women whose opinions were sought in major events. For example, after the thirteen years of exile, while debating upon the future course of action regarding the restoration of their share, the Pandavas along with Krshna asks Draupadi for her views. Similarly, when Krishna goes to the Kaurava’s court to plead the case of Pandavas, Gandhari is called upon to persuade her sons to listen to reason.

    Since a woman taking sanyasa was an act of transgression, one can explore women’s agency through such instances. In the Ramayana, Sabari, who was the disciple of Sage Matanga, and whose hermitage was on the banks of river Pampa was one such sanyasin.

    Such women find mention in Smriti literature and Arthashashtra. Kautilya’s prohibition against initiating women into Sanyasa can make sense only if women were being initiated into sanyasa. He advises the king to employ female parivrajakas as spies.

    Megasthenes mentions women who accompanied their husbands to the forest, probably referring to the Vanaprastha stage. Another category of literature called Shastras that comprises of sutras (aphorisms) and the smriti texts (‘that which is remembered’) becomes important in the postVedic period.

    These textual traditions cover many subjects relating to the four kinds of pursuits of life referred to as purusharthas (namely dharma, karma, kama and moksha). In all these texts we find very liberal values and freedom for both women and men.

    The setting up of a household is seen as an ideal for men as well as women (though asceticism for learning is equally praised for both). For example, Apastambha Sutra opines that rituals carried out by an unmarried man do not please the devatas (divinities). Similarly, Manusmriti provides that ‘for three years shall a girl wait after the onset of her puberty; after that time, she may find for herself a husband of equal status. If a woman who has not been given in marriage finds a husband on her own, she does not incur any sin, and neither does the man she finds’

    Thus, we see that women enjoyed choice in matters of matrimony. It is interesting to note that unmarried daughters were to be provided for by the father. In fact, daughter is stated to be the object of utmost affection. Should a girl lose her parents, her economic interests were well looked after. It was provided that from their shares, ‘the brothers shall give individually to the unmarried girls, one-quarter from the share of each. Those unwilling to give will become outcastes’

    With regards to defining contemporary attitude towards women, Apastambha Sutra prescribed that ‘All must make a way for a woman when she is treading a path.’ Later Dharmashastra also makes similar statements.

    Yagnavalkyasmriti mentions that ‘women are the embodiment of all divine virtues on earth.’ However, there are several provisions that look problematic.

    On one hand, we have reverence assigned to the feminine (divine and worldly) and important roles being played by them, on the other hand we have questionable provisions and descriptions like right to chastise them through beating or discarding.

    The post-Vedic phase from 6th century BCE onwards is also rich in literary traditions with ample depictions of women. Interestingly, we have an entire body of literature that is ascribed totally to women who became Buddhist nuns. These are referred to as Therigathas i.e. the Songs of the Elder Bhikkhunis (Buddhist Women who joined the Sangha).

    The Arthashastra Gender Perspectives gives us information on women who were engaged in economic activities of various kinds. They formed a part of both the skilled and the unskilled workforce. They were into professional as well as non-professional employment.

    Some of their vocations were related to their gender, while the others were not. There were female state employees as well as independent working women. Similarly, some of them were engaged in activities which though not dependent on their biological constitution are nonetheless categorized as women’s domain, e.g. domestic services etc. Some of them were actual state employees, while some others were in contractual relations with the State. For example, we have female bodyguards and spies in the State employment.

    Jaiswal suggests that these women perhaps came from Bhila or Kirata tribe. Female spies were not only to gather information and relay it to proper source, but also to carry out assassinations. However, a closer look at the text shows that there were different classes of female spies engaged for different purposes. Amongst others ‘women skilled in arts were to be employed as spies living inside their houses’. Others were required to work as assassins. Some were to the play the roles of young and beautiful widows to tempt the lust of greedy enemy.

    We also have various Buddhist and Jaina traditions giving us some glimpses of the ideas and institutions of the times. Apart from the orthodox (Vedic and Brahmanic) and heterodox normative tradition we have many popular texts like the Epics in Sanskrit and Jatakas in Pali.

    Even Prakrit language has many interesting narratives and poetic texts. The Therigatha by the Buddhist nuns are an interesting literary source that provides us with a glimpse of various women who attained arhantship or similar other stages of Realisation.

    The deliberation on the age and deterioration of the body by Ambapali, the non-importance of sensual or bodily pleasures by Nanda, Vimla and Shubha etc points towards the intellectual and spiritual engagements and attainments of women.

    It is interesting to note that an absolutely contrary picture is presented by the Jatakas wherein more often than not, women are depicted as evil. It is important to note that women were given an evil aura mostly in their roles as wives or beloveds.

    Both the texts and the archaeological remains have been studied by various scholars and opposing interpretations are not rare. For example, on one side Sita (from Ramayana) and Draupadi (from Mahabharata) have been seen as victims of the patriarchal order; on the other hand, they are also represented as selfwilled women.

    Draupadi after the game of dice presents herself as a forceful and articulate woman. It’s her wit that saves her husbands from becoming slaves of the Kauravas. Her incensed outrage at the attack on her modesty, her bitter lamentations to Krishna, her furious tirade against Yudhishthira for his seeming inability to defend her honour and many more such instances show her to be an aggressive woman. This persona is juxtaposed to her representations as an ideal wife elsewhere. However, Draupadi is never idealised as a perfect wife who endures the most severe trials without complaint. This honour is reserved for Sita in the Ramayana. She is also presented as a victim like Draupadi and voices her concern at her fate openly. However, her aggression is directed inwards as indicated by her action against the self which culminate in her union with the mother Earth.

    Are the limited number of hymns ascribed to the Vedic women a signifier of their general status? Are the goddesses merely representational with no connection to the ideas and behaviour towards women? Did only princesses choose their spouses? Are the warrior women an exception? Such searching questions need to be addressed with due diligence.

    While women studies are a good development there is a need to expand the horizons to include other varieties of human existence. We have narratives of fluid sexuality in various texts. The one year of Arjuna’s life spent as Brihallana and rebirth of Amba as Shikhandi are some interesting instances. The artefacts found at the site of Sheri Khan Tarakai include visibly hermaphroditic figurines. There is a need to understand the notions of the feminine, masculine, neuter, and other forms of gender and sexual identities. These will have ramifications for understanding the ideas of conjugality, family, community, society and even polity and spirituality.

    CONCLUSION

    Human civilisations were built by men as well as women, however, history writing has a huge male-bias. Women were confined to questions of status and position that were largely evaluated in terms of their roles in the domestic sphere.

    Their treatment as wives and widows became a central focus of most research alongside their place in ritual or religious context. This made them peripheral to mainstream history. This was questioned by various scholars from time to time and led to the development of gendered understanding of history. Focusing attention on women’s history helps to rectify the method which sees women as a monolithic homogeneous category. Writing gender history has helped in building an image of the past that is wholesome and nuanced.