Autor: Bazaz, Rabiya Yaseen - Katalog OPAC zbiorów

Skocz do pozycji: 1.

Tytuł:: Background Characteristics of the Individuals Attaining Higher Education in India: A Sociological Study of Srinagar City
Autorzy:: Bazaz, Rabiya Yaseen
Akram, Mohammad
Powiązania:: https://bibliotekanauki.pl/articles/628345.pdf
Data publikacji:: 2020
Wydawca:: Fundacja Pro Scientia Publica
Tematy:: social background; courses within higher education; higher education in different contexts; gender; caste; parent’s background; descriptive study.
Opis:: Aim: Higher education has experienced major changes in last few decades in India in terms of its expansion, content and reach. Massification of higher education has increased access to education and people belonging to different social backgrounds are getting enrolled in higher education. A pertinent question that emerges here is: what kind of relationship exists between the background characteristics of people and the levels and types of higher education they attain? This descriptive study provides a comprehensive answer. Method: This empirical work is conducted in Srinagar city of India. It covered 704 respondents belonging to 245 households. Survey method was used for collecting primary data and structured interviews were conducted by making use of interview-schedule. Results: This study finds that higher education in Srinagar is readily available for many but such availability is embedded within constraints related to gender, age, occupation and education of parents and caste related identities. People coming from different social backgrounds acquire different types and levels of higher education. It creates hierarchy among and within academic courses of higher education and inequalities among the groups. Conclusion: Higher education reflects as well as promotes social inequalities in contemporary context and thus the egalitarian goals of higher education are getting compromised. There is need to bring change in the courses and contents of higher education so that it can address to dynamic needs of people coming from different backgrounds. Education needs to become a vehicle for liberation and social transformation and should not remain a mere agency of social reproduction. Key words: social background; courses within higher education; higher education in different contexts; gender; caste; parent’s background; descriptive study.
Źródło:: Journal of Education Culture and Society; 2020, 11, 2; 252-266
2081-1640
Pojawia się w:: Journal of Education Culture and Society
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 2.

Tytuł:: Exploring Gender and Caste Intersectionality among Muslims: A Sociological Study
Autorzy:: Bazaz, Rabiya Yaseen
Akram, Mohammad
Powiązania:: https://bibliotekanauki.pl/articles/1878456.pdf
Data publikacji:: 2021-09-25
Wydawca:: Fundacja Pro Scientia Publica
Tematy:: Gender
Caste
Education
Employment
Patriarchy
Opis:: Aim Caste studies conducted among Muslims in India generally focus on establishing the existence of caste system among Muslims but they seldom talk about different types of oppression and inequalities faced byMuslim women.This empirical study exploreshow gender and caste identities and their mutual intersectionality impact education,occupation and income choices and actual attainments of Muslim women. Methods This study is part of a larger study conducted among Muslims of Kashmir in India.Primary datawas collected from 704 eligible respondents (Male=392, Female=312) using mixed methods. Three layers of ‘caste like’ and ‘caste’ groups existing in the research area are identified and gender situation within these groups are comparatively examined. Results Each of the ‘caste like’ and ‘caste’ groupshas patriarchal caste capital.Higher professions within the government and private services are largely acquired by upper caste male Muslims or other male and female Muslims having rich cultural and social capital. There is preponderance of lower caste male Muslims in low income self-employment but lower caste Muslim females seldom find say in family based business and compelled to join low paid private jobs. More than fifty percent educated Muslim females are unemployed. Conclusion Although patriarchy is the general rule here, not all women face discrimination and inequality in the same way. Upper caste Muslim women often witness so called benevolent restriction of choices whereas lower caste women are the most excluded and marginalised section of the society who face double discrimination due to patriarchy and interwoven caste positions which severely impacts their educational as well as employment choices and attainments.
Źródło:: Journal of Education Culture and Society; 2021, 12, 2; 190-210
2081-1640
Pojawia się w:: Journal of Education Culture and Society
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 3.

Tytuł:: Exploring Informal Vocational Training (IVT) and its Missing Accreditation Link with Formal Vocational, Technical and Professional Education and their Implications: A Sociological Study in a City of India
Autorzy:: Bazaz, Rabiya Yaseen
Akram, Mohammad
Powiązania:: https://bibliotekanauki.pl/articles/18653965.pdf
Data publikacji:: 2022-09-27
Wydawca:: Fundacja Pro Scientia Publica
Tematy:: Informal vocational training (IVT)
Vocational education and training (VET)
technical and professional education
employment
structured inequalities
Opis:: Aim. This empirical study aims to conceptualise the prevalence of Informal Vocational Training (IVT) in India. It also explores the missing link at accreditation level between IVTs and other formal vocational, technical and professional courses and depicts their implications in the occupational, economic, social and cultural lives of people. Methods. This study was conducted in the Srinagar city of the Union Territory of Jammu and Kashmir in India. Both the survey method and the case method were used for collecting the primary data and applying triangulation methodologically. Results. This study reveals that elites generally dominate in the prestigious technical and professional courses because of better accessibility and affordability, and that the vulnerable sections miss many of these opportunities. The vulnerable sections very often get the benefits of IVTs learnt outside the formal system in finding some employment, but such employment attracts lower prestige and income than what they get through formal technical and professional courses. IVTs find no academic recognition in the existing accreditation system, and so people culturally and socially associated with these IVTs continue to remain deprived. Conclusion. There is a need to develop a credit-based link between IVTs and formal vocational, technical and professional courses so that the skills learnt through IVTs could get transferred to the formal system and attract better occupational and economic rewards. The findings are relevant for both developing and developed societies, but more particularly for societies having a considerable presence of informal economy because IVTs exist more within these economies.
Źródło:: Journal of Education Culture and Society; 2022, 13, 2; 317-340
2081-1640
Pojawia się w:: Journal of Education Culture and Society
Dostawca treści:: Biblioteka Nauki

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