For the purposes of this thesis, I can say that the educational work that I have addressed represents 'informal education' in that it is oriented towards transforming gendered power relations and shares the basic methodological principle building analytically and practically upon, the experiential knowledge of the learners themselves. The discussion is based on a detailed study of informal and incidental learning that takes place in Baltistan. Research presented in this thesis seeks to show that with women acting as men's equals rather than as mere auxiliaries, greater victories in the fight against poverty and deprivation may be won. Rather than being unwilling to participate in the development process, women are prevented from playing a full role in the political lives of their communities. The women of Baltistan do have an embryonic understanding of power, powerlessness, and how the two interact to prevent action upon injustices. In order to understand and realize the value of such learning in struggle I have made an attempt to expose such learning through various case studies. (Abstract shortened by UMI.)
| Identifer | oai:union.ndltd.org:LACETR/oai:collectionscanada.gc.ca:QMM.79811 |
| Date | January 2002 |
| Creators | Tharani, Samira Kamil |
| Contributors | Jordan, Steven (advisor) |
| Publisher | McGill University |
| Source Sets | Library and Archives Canada ETDs Repository / Centre d'archives des thèses électroniques de Bibliothèque et Archives Canada |
| Language | English |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Format | application/pdf |
| Coverage | Master of Arts (Department of Integrated Studies in Education.) |
| Rights | All items in eScholarship@McGill are protected by copyright with all rights reserved unless otherwise indicated. |
| Relation | alephsysno: 001986853, proquestno: AAIMQ88685, Theses scanned by UMI/ProQuest. |
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