Identifying Structural Changes From Within: Emancipatory Narratives Exploring Community Constraints to Women’s Education and Empowerment in Rural India

Abstract

Using a critical theory framework, the article explores emancipatory narratives obtained through a case study of women in rural India. In-depth interviews, focus group conversations, observations, and document analysis highlight the complexity of the subsequent set of challenges facing women as it relates to both the education and empowerment for women. Initial research questions addressed different dimensions of women’s empowerment, but, through grounded theory, findings emerged that highlighted the constraints embedded in continuing education programs for women in these contexts. Providing evidence from the lived experiences of women who have been the recipients of an economic delivery program and nonformal education programs, themes highlight the role of politics, corruption, and poverty as larger systemic issues hindering women’s access to education.

Notes

¹ All names have been changed to prevent identification for the protection of my participants.

² I had thought that a minimum of five years in the village allowed for villagers to have significant experiences and opinions to share as related to the goals of the program and the impact it might have had on the village.

Additional information

Notes on contributors

Supriya Baily

Supriya Baily is an associate professor at George Mason University, teaching international and comparative education and research methods. Her research interests focus on gender, education, and empowerment as well as higher education in India. She is the coeditor of two books and has presented at numerous national and international conferences.