Relevant bibliographies by topics / Indian women teachers

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters

Academic literature on the topic 'Indian women teachers'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 January 2023

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Journal articles on the topic "Indian women teachers"

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Walls, Martha E. "“[T]he teacher that cannot understand their language should not be allowed”: Colonialism, Resistance, and Female Mi’kmaw Teachers in New Brunswick Day Schools, 1900–1923." Journal of the Canadian Historical Association 22, no. 1 (2012): 35–67. http://dx.doi.org/10.7202/1008957ar.

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Between 1903 and 1923, sisters Mary, Rebecca, Martha, Margaret, and Alma Isaacs and Rita Gédéon, left their homes in Restigouche, Quebec, to teach in federal Indian day schools on New Brunswick Indian Reserves. As Mi’kmaw women, their “Indian” status not only made them anomalies in a federal day school system that only rarely and reluctantly hired “Indians” as teachers, it also placed them in complicated positions on the frontline of Canada’s colonialist project. Tasked with imparting to Mi’kmaw students an array of assimilatory messages both within and outside of the classroom, these six teac
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Arul Mari, S. V. S. J., J. Raja Meenakshi, and J. Selva Malar. "Awareness, Prevalence and Coping of Domestic Violence among Women School Teachers." Shanlax International Journal of Arts, Science and Humanities 9, no. 2 (2021): 130–34. http://dx.doi.org/10.34293/sijash.v9i2.4313.

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Domestic violence is a normal activity in Indian society, where violence at home is considered part and parcel of life. Women have been imbibed in their minds from childhood not to discuss domestic violence in a public forum as it would bring shame to the family. Domestic violence is interpersonal violence that has shattered the lives of millions of Indian women despite their education and social status. School Teachers in rural India play a predominant role in building the nation by educating the life skills of the young generation. The study aims to find out the Awareness, Prevalence and cop
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Islahi, Dr Fatima, and Nasreen Nasreen. "Who Make Effective Teachers, Men or Women? An Indian Perspective." Universal Journal of Educational Research 1, no. 4 (2013): 285–93. http://dx.doi.org/10.13189/ujer.2013.010402.

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Jangid, Seema. "Sultanate Indian education." International Journal of Research -GRANTHAALAYAH 5, no. 12 (2020): 322–28. http://dx.doi.org/10.29121/granthaalayah.v5.i12.2017.509.

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In the Sultanate period (1206–1526 AD), the prevalence of religious parochialism and state-controlled Islamic education began. The Muslims destroyed the ancient Indian centers of learning and established madrasas in their place, where subjects like tafsir, hadith, kalam, fiqh etc. were taught. Bismillah was often at home. Elementary education was given in Maktabs. The upper class families used to appoint teachers for their sons at home. The teaching system was administered by Sadr-us-Far and Ulema. The state used to provide waqf and stipend. Islamic education flourished under all the sultans.
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Kumar, Aiswarya V., and Velmurugan V.P. "Work-life Stress and Life Quality of Married Women among Self Financing College Teachers in Kerala." Webology 19, no. 1 (2022): 521–34. http://dx.doi.org/10.14704/web/v19i1/web19037.

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India's constantly active behavior and modernizing population has had a profound impact on Indian families' structure and dynamics. In the majority of studies of married women in India who work, economic necessity was cited as the primary motivator. Higher education is one of Kerala's major economies, since the state leads the nation in higher education. Currently, self-supporting college professors face a variety of issues that are widely discussed in the public sphere. They play a crucial role in higher education and so, it's important to keep a focus on their work-life tension. When it come
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Ratan Chaugule, Suryakant. "COVID-19 IN INDIA: EDUCATION DISRUPTED AND LESSONS LEARNED." International Journal of Advanced Research 8, no. 9 (2020): 1269–74. http://dx.doi.org/10.21474/ijar01/11784.

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In India, 320 million students have been affected by COVID-19 school closures, and though the government quickly recommended shifting to online teaching, this ignores Indias immense digital divide-with embedded gender and class divides. The 2017-18 National Sample Survey reported only 23.8 percent of Indian households had internet access. In rural households (66 percent of the population), only 14.9 percent had access, and in urban households only 42 percent had access. And males are the primary users: 16 percent of women had access to mobile internet, compared to 36 percent of men. Young peop
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Agarwal, Richa, and Mukul Jain. "A Study of Financial Planning Behavior of Women College Teachers Working in Delhi-Ncr." ECS Transactions 107, no. 1 (2022): 9503–16. http://dx.doi.org/10.1149/10701.9503ecst.

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Women constitute nearly half of the world population; more Indian women are joining the service sector especially teaching. Financial planning awareness among them will ensure more gender equality through financial independence. It will also reduce inequality in society. Women teachers’ active participation in financial markets will help financial resources to be channelized in the system through capital generation, which is essential to ensure trending economic growth. It is important to understand the financial behavior of female college teachers to ensure quality education by preparing more
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Carter, Patricia A. ""Completely Discouraged": Women Teachers' Resistance in the Bureau of Indian Affairs Schools, 1900-1910." Frontiers: A Journal of Women Studies 15, no. 3 (1995): 53. http://dx.doi.org/10.2307/3346785.

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Kaur, Navdeep. "AWARENESS OF RIGHT TO EDUCATION AMONG SECONDAY SCHOOL TEACHERS." JOURNAL OF SOCIAL SCIENCE RESEARCH 6, no. 2 (2014): 1004–8. http://dx.doi.org/10.24297/jssr.v6i2.3484.

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Education is a human right and essential for realization of all other human rights. It is a basic right which helps the individual to live with human dignity the right to education is a fundamental human rights. Every individual, irrespective of race, gender, nationality, ethnic or social origin, religion or political preference, age or disability, is entitled to a free elementary education. Hence the present study has attempted to find out awareness of right to education among secondary school teachers. The sample of 200 secondary school teachers was taken. A self made questionnaire comprisin
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Ghosh, Sanghita, and Amit Kundu. "Women’s Participation in Higher Education in India: An Analysis Across Major States." Indian Journal of Human Development 15, no. 2 (2021): 275–94. http://dx.doi.org/10.1177/09737030211030048.

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Women’s participation in higher education is an important pathway towards gender equality in economy and society. This article examines their participation levels in higher education across major Indian states and explores the underlying factors in the disparity between states. It employs two indicators, namely, Gross Enrolment Ratio (GER) of Females and Gender Parity Index (GPI) to measure the absolute and relative participation of women in the higher education, from 2011 to 2019. The comparative statistical analysis of these parameters for the 16 major states shows that they perform poorly i
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Dissertations / Theses on the topic "Indian women teachers"

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Shope, Suzanne Alene. "American Indian artist, Angel Decora aesthetics, power, and transcultural pedagogy in the progressive era /." Diss., [Missoula, Mont.] : University of Montana, 2009. http://etd.lib.umt.edu/theses/available/etd-10132009-112300.

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Abraham, Anjali Anna. "Conversations, connections and critical thinking : collaborative action research with women science teachers in Hyderabad, India." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=82678.

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The National Policies of Education in India have recognized the need for teacher professional development. However, science teachers continue to look for innovative methods to improve teaching. Through collaborative action research with four science teachers at a girls' school in Hyderabad, India, the study explored conditions that enhance or inhibit the implementation of constructivist instructional methods. Data were collected through interviews, reflective memos, research journal, collages and found poetry. The study found that teacher background and experience, teachers' views on sc
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Castelow, Teri L. MacDonald Victoria-María. ""Behold me and this great Babylon I have built" : the life and work of Sophia Sawyer, 19th century missionary and teacher among the Cherokees /." Diss., Ann Arbor, Mich : UMI Dissertation Serivces, 2005. http://etd.lib.fsu.edu/theses/available/etd-05052005-212440.

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Thesis (Ph. D.)--Florida State University, 2005.<br>Advisor: Victoria-Maria MacDonald, Florida State University, College of Education, Dept. of Educational Leadership and Policy Studies. Title and description from dissertation home page (viewed <date>). Document formatted into pages; contains vi, 143 pages. Includes bibliographical references.
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Bilolikar, Ragini. "Women and the teaching profession in India, factors that motivate enrollment, general influences of teacher education programme, and career commitment." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0009/NQ35113.pdf.

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Gobel, Erin J. "Three Necessary Things: The Indianapolis Free Kindergarten and Children's Aid Society, 1880-1920." Thesis, Connect to resource online, 2010. http://hdl.handle.net/1805/2229.

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Thesis (M.A.)--Indiana University, 2010.<br>Title from screen (viewed on July 29, 2010). Department of History, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Anita Morgan, Robert G. Barrows, Daniella J. Kostroun. Includes vitae. Includes bibliographical references (leaves 108-113).
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Pahliney, Kethamonie. "An investigation of gender discrimination against South African women educators of Indian descent." Thesis, 1991. http://hdl.handle.net/10413/3007.

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Claims of gender discrimination by women educators in South Africa were investigated through an examination of specific issues surrounding the employment of women educators of Indian descent. These include maternity leave, housing subsidy, pension scheme, medical aid, salaries, merit awards and promotions. The study is located within the context of the general oppression of all women in society. The analysis used the sexual division of labour as its central focus. Since the subjects under investigation were members of a minority ethnic group, factors such as their cultural heritage, race, and
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Books on the topic "Indian women teachers"

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A, Moe Barbara, ed. Letters from Dennehotso: Reflections of a non-Indian squaw. American Studies Press, 1987.

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Jones, Gina. The healing blanket: Stories, values, and poetry from Ojibwe elders and teachers. Commune-A-Key Pub., 1998.

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Horne, Esther Burnett. Essie's story: The life and legacy of a Shoshone teacher. University of Nebraska Press, 1998.

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Rock, ghost, willow, deer: A story of survival. University of Nebraska Press, 2004.

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Callen, Paulette. Charity: A novel. Simon & Schuster, 1997.

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Callen, Paulette. Charity: A novel. Berkley Books, 1998.

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Narang, Sandhya. Dilemma of married women teachers in India. Himanshu Publication, 1994.

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Rosinsky, Natalie M. Sarah Winnemucca: Scout, activist, and teacher. Compass Point Books, 2006.

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Todd, Nancy. Froggy Bottom: A one-room school in Indiana, 1922 : tale of a young teacher. N. Todd, 1995.

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Thurlo, Aimée. Stargazer's Woman. Harlequin, 2008.

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Book chapters on the topic "Indian women teachers"

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Singh, Rekha. "Status of Women in Indian Society." In The Paideia Archive: Twentieth World Congress of Philosophy. Philosophy Documentation Center, 1998. http://dx.doi.org/10.5840/wcp20-paideia19987170.

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The worth of a civilization can be judged by the place given to women in the society. One of several factors that justify the greatness of India's ancient culture is the honorable place granted to women. The Muslim influence on India caused considerable deterioration in the status of women. They were deprived of their rights of equality with men. Raja Ram Mohan Roy started a movement against this inequality and subjugation. The contact of Indian culture with that of the British also brought improvement in the status of women. The third factor in the revival of women's position was the influence of Mahatma Gandhi who induced women to participate in the Freedom Movement. As a result of this retrieval of freedom, women in Indian have distinguished themselves as teachers, nurses, air-hostesses, booking clerks, receptionists, and doctors. They are also participating in politics and administration. But in spite of this amelioration in the status of women, the evils of illiteracy, dowry, ignorance, and economic slavery would have to be fully removed in order to give them their rightful place in Indian society.
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Gupta, Dr Priya. "Combating Organizational Role Stress through Social Support among Married and Unmarried Women Teachers." In Positive Psychology: Indian Perspectives, edited by Dr Kiran Sahu. Anu Books, 2020. http://dx.doi.org/10.31995/book.ab130-ju20.chapter18.

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Charlton-Stevens, Uther. "Epilogue." In Anglo-India and the End of Empire. Oxford University Press, 2022. http://dx.doi.org/10.1093/oso/9780197669983.003.0007.

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Abstract Frank Anthony opposed Partition at the Sapru Committee, predicting fanaticism and war. The Indo-Pakistani War of 1947–8 erupted within months of independence. Although darker-skinned individuals were barred from Royal Air Force/RAF flight crews, many Anglo-Indians joined. Contrastingly, the nascent Indian Air Force/IAF offered flight training and entry at officer level. Therefore, pilots like Wing Commander Trevor Keelor, and his brother, future Air Marshal Denzil Keelor, were immediately ready for the First Kashmir War, being the first pair of brothers to receive the Vir Chakra, with Trevor having scored the first air kill (a Pakistani Sabre fighter) for independent India. Again in the Indo-Pakistani War of 1965 (the Second Kashmir War), Anglo-Indians engaged in the fiercest dogfights ever in the Indian subcontinent. While Chief Marshall La Fontaine and Admiral Pereira, rose to become heads of the Indian Air Force and Navy, Lieutenant Mervyn Leslie Middlecoat of the Pakistani Air Force/PAF, was twice awarded the Sitara-e-Jurat (Star of Courage), celebrated as the "Defender of Karachi" and with Middlecoat Shaheed Park, Islamabad. The Frank Anthony Public Schools provided increased employment opportunities while Anglo-Indian women added the emerging fields of travel and tourism, telecommunications, and retail to their existing roles as nurses and teachers.
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Goswami, Munmun. "Parental Role in Digital Education During COVID-19." In Handbook of Research on Asian Perspectives of the Educational Impact of COVID-19. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8402-6.ch010.

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This study aims to understand the involvement of Indian parents in their children' online classes and the teachers' perception of such support and its impact on teachers' job satisfaction levels through work affect. In the pilot phase, a qualitative study was conducted to understand the parental intervention and the teachers' perception of such support (support/interference). The pilot study paved the way for the second quantitative study. It is posited that for teachers, perceived parental support (PPS) increased job satisfaction (JS) through the mediating role of positive affect (PA), while perceived parental interference (PPI) decreased JS through the mediating role of negative affect (NA). Empirical validation from 150 primary school teachers using SEM partially supported the model. PA did not mediate the relation between PPS and JS. PPI, however, did influence JS through NA. Women teachers reported lesser PA and greater NA. Joint family increased JS and NA while decreasing PA.
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Ghosh, Devleena, and Heather Goodall. "‘Not as a Stranger or a Tourist’." In Indians and the Antipodes. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199483624.003.0007.

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This chapter narrates and contextualizes the story of the Australian educationist Leonora Gmeiner, an Australian teacher who travelled to India in the 1890s inspired by the ideals of Theosophical education. Gmeiner lived in India for twenty-nine years, participated in Gandhian campaigns to abolish the indenture system, took part in Annie Bessant’s Home Rule League activities, and served as the principal of the Indraprastha Hindu Girls’ School in Delhi, where she was joined by other similarly inspired Australian women. Gmeiner dedicated her life to the physical, moral, intellectual, and spiritual training of Indian girls to bring them out of purdah and make them politically active full citizens of the emerging Indian nation. This chapter argues for an alternative to ‘White Australian’ attitudes to India and demonstrates that the circulation of knowledge and ideas flowed from the Antipodes to India as well as through Indian migration south.
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"Leading by Example? Women Madrasah Teachers in Rural North India." In Women, Leadership, and Mosques. BRILL, 2012. http://dx.doi.org/10.1163/9789004209367_011.

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Kämpchen, Martin. "Rabindranath Tagore Meets Paul and Edith Geheeb." In Indo-German Exchanges in Education. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190126278.003.0002.

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The focus of Chapter 1 is on Paul and Edith Geheeb and their first foundation, the Odenwaldschule (1910–34). The chapter begins with a summary of the Reformpädagogik Movement, of which Paul Geheeb was a major exponent. From a modest background his life progressed—through a decade of university studies and several attempts to join alternative schools, to prominence as an educator. By contrast, Edith Geheeb, hailing from a wealthy Jewish business family, was, as a woman, denied higher education. Her family’s generosity made the Odenwaldschule possible. Among the early contacts with Indian guests at the Odenwaldschule were Ananth Nath Basu, Premchand Lal, Aurobindo Mohan Bose (the great-nephew of the famous scientist Jagadis Chandra Bose), and the Gujarati dancer Shrimati Hutheesing. All of them were associates of Rabindranath Tagore in Santiniketan. Emma von Pelet and especially Alwine von Keller where two teachers at the Odenwaldschule with close contacts to India, especially to the Ramakrishna Mission. The only Indian teacher was V.N. Sharma who introduced Sanskrit studies and theosophy to the school. The most far-reaching Indo-German event, described here in detail, was Tagore’s three-day-visit to the Odenwaldschule in 1930. It has repercussions until this day.
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Ohri, Richa. "Above and beyond the single story." In Foreign Female English Teachers in Japanese Higher Education: Narratives From Our Quarter. Candlin & Mynard ePublishing, 2020. http://dx.doi.org/10.47908/11/17.

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Richa Ohri explores her identity as an Indian woman through the lens of the single story and the inherent danger in clinging to single-story versions of each other. The author shares how her experiences have helped her to rise above and beyond the single story.
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Leavitt-Alcántara, Brianna. "To Educate and Evangelize." In Alone at the Altar. Stanford University Press, 2018. http://dx.doi.org/10.11126/stanford/9781503603684.003.0005.

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Chapter 4 examines the case studies of three new primary schools for non-elite girls in and around late-colonial Guatemala City, as locals called the recently relocated capital. These educational initiatives illustrate both change and continuity, blurring the perceived battle lines between baroque and enlightened pieties. Enlightened feminine ideals based on the social utility of educated mothers and Bourbon reform efforts operated in conjunction with on-going alliances between laywomen and clergy and an attachment to monastic models of feminine piety. These schools also show how laywomen acted as pioneers and innovators, shaping educational reform through creative engagement with Bourbon reforms, Enlightenment ideas, and progressive Catholicism. The formation of Guatemala City’s “Teacher’s College” for native women in the Beaterio de Indias also challenged entrenched racial ideologies and illustrates a critical shift toward acknowledging native laywomen’s capacity to serve as teachers and spiritual leaders.
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"Tradition, Innovation, and Resistance?" In Laughter, Creativity, and Perseverance, edited by Ute Hüsken. Oxford University PressNew York, 2022. http://dx.doi.org/10.1093/oso/9780197603727.003.0009.

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Abstract The chapter deals with a Veda school (Pāṇini Kanyā Mahāvidyālaya) for girls in Varanasi. While traditionalists among the local Brahmins claim that women can and may not perform Vedic rituals, this school gives access to religious and ritual knowledge to girls, who since 2014 also publicly perform Vedic rituals every morning at Assi Ghat. The author discusses the history and reception of this school and its activities in influential Brahmin circles in Varanasi, contextualizes this in light of discussions of female religious agency (adhikāra) in ancient India, and presents some views of the school’s teachers and students on these matters. While the young women learn to claim public spaces that are traditionally monopolized by men, the school associates with the ruling BJP party, and thereby implicitly teams up with a Hindu nationalist agenda, even though Hindu nationalist ideologies reinforce aggressive patriarchal structures. Paradoxically, it is this connection that allows the girls and women to occupy agentive spaces within these structures, with the support of important and powerful parts of the local communities.
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