Gupta, Latika. Education, Poverty and Gender. Schooling Muslim girls in India.
Journal name: Acta Orientalia
Original article title: Gupta, Latika. Education, Poverty and Gender. Schooling Muslim girls in India.
ACTA ORIENTALIA is a journal focused on the study of Oriental languages, history, archaeology, and religions from ancient times to the present. The journal includes articles reviewed by a senior scholar in the relevant field.
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Original source:
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Stella Sandahl
Acta Orientalia:
(Founded in 1922 and published annually)
Full text available for: Gupta, Latika. Education, Poverty and Gender. Schooling Muslim girls in India.
Year: 2015 | Doi: 10.5617/ao.7302
Copyright (license): CC BY 4.0
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Summary of article contents:
1) Introduction
Latika Gupta's book, Education, Poverty and Gender: Schooling Muslim Girls in India, offers a thorough examination of the educational experiences of Muslim girls attending a government-sponsored school in Old Delhi. The study is based on the in-depth observation of 25 Grade XI girls at a school referred to as MGS (Muslim Girls' School) to protect their identities. While Gupta provides valuable insights into the social and educational barriers these girls face, the review highlights a lack of specific details about the school’s operations, curriculum, and its overall educational impact on the students.
2) Limited Education in a Controlled Environment
The book primarily conveys the restrictive nature of the educational environment for Muslim girls, suggesting that their schooling is not centered on academic development but rather on preparing them for traditional roles as wives and mothers. The curriculum appears to prioritize teaching submissiveness over educational attainment, with limited attendance in actual classes and little information provided on the subjects taught. The review critiques the vague descriptions of the academic structure, lack of homework references, and the overarching influence of patriarchy that governs the girls' lives, severely constraining their opportunities for further education and personal growth.
3) Conclusion
Ultimately, while Education, Poverty and Gender sheds light on significant issues facing marginalized Muslim girls in India, it also reveals a broader concern about educational practices that reinforce gender norms and limit agency. The reviewer recognizes Gupta's scholarly potential and encourages her to focus more on her observational skills and engaging narratives in future works, rather than conforming to theoretical jargon. The hopes for Gupta's future contributions emphasize a desire for more profound explorations of real-life complexities faced by her subjects, as expressed through Goethe’s assertion that theory pales in comparison to the vibrant reality of life.
FAQ section (important questions/answers):
What is the primary focus of Latika Gupta's book?
The book studies the experiences of 25 Muslim girls in Grade XI at a school in Old Delhi, focusing on education, poverty, and gender roles within their societal context.
What challenges do the Muslim girls face in their education?
The girls face significant restrictions in life, including limited educational pursuits after Grade VIII, dictated by familial and societal expectations to become submissive wives and mothers.
How does Gupta's research method contribute to the study?
Gupta employs keen observation and effective interviews, capturing revealing details about the girls' lives and educational experiences, which enhances the understanding of their challenges and the impact of patriarchy.
Glossary definitions and references:
Oriental and Historical glossary list for “Gupta, Latika. Education, Poverty and Gender. Schooling Muslim girls in India.�. This list explains important keywords that occur in this article and links it to the glossary for a better understanding of that concept in the context of History, Linguistics, Religion, Philosophy, Hinduism, Buddhism, Jainism etc.
1) Gupta:
Gupta is the author of the book titled 'Education, Poverty and Gender. Schooling Muslim girls in India,' mentioned in the text. Latika Gupta conducted a study focusing on 25 Muslim girls in Grade XI at the MGS school in Old Delhi, exploring their educational and social experiences.
2) Book:
The text is a book review of Latika Gupta's work, 'Education, Poverty and Gender. Schooling Muslim girls in India.' The book details the circumstances and educational dynamics of Muslim girls in a specific school in Old Delhi, providing insights into their limited opportunities and the societal restrictions they face.
3) Hindi (Himdi):
Hindi is one of the extra languages studied by the girls at the MGS school. The text mentions that important notices outside the principal’s office are in Urdu, and a few in Hindi. However, it is not clarified which script—Devanagari for Hindi or modified Persian for Urdu—the girls use for writing essays.
4) Education:
The word 'education' in the book title indicates the study’s focus. However, the reviewer questions its appropriateness, suggesting that the term may be misleading since the girls seem to learn more about becoming submissive wives and mothers rather than receiving a robust academic education.
5) Latika:
Latika refers to Latika Gupta, the author of the book being reviewed. She conducted a detailed study of 25 Muslim girls in Grade XI, focusing on their educational experiences and the gender and poverty-related challenges they face in Old Delhi.
6) India:
India is the country where the study is set and where the book was published by Routledge India in 2015. The book examines the educational context of Muslim girls in a specific school in Old Delhi, shedding light on their restricted lives under patriarchal norms.
7) Strange thing:
The 'strange thing' mentioned in the text refers to the anomaly that only the head girl of the class has the timetable, and she informs the other girls of it each day. This unusual setup raises questions about the organization and management of the school’s daily activities.
8) Instruction:
The medium of instruction at the MGS school is primarily Urdu, while Hindi and English are studied as extra languages. The text highlights that important notices outside the principal’s office are predominantly in Urdu, reflecting the linguistic environment of the school.
9) Devanagari (Deva-nagari):
Devanagari is the script used for writing Hindi. The text questions whether the essays written by the girls at the MGS school are in Devanagari or the modified Persian script used for Urdu, as it is not clarified even though translations from Hindi are mentioned.
10) Compassion:
Compassion is a quality attributed to Latika Gupta by the reviewer, highlighting her ability to conduct productive interviews with the girls. The reviewer praises her intelligence, tact, and compassion, which contribute to her keen observations and detailed narrative.
11) Science (Scientific):
[see source text or glossary: Scientific]
12) Language:
Language plays a significant role in the educational setting described in the book. Urdu is the primary medium of instruction, and Hindi and English are studied as extra languages. Notices are posted in Urdu and sometimes in Hindi, with translation issues highlighted in the review.
13) Identity:
Identity is a key concept in the field of study that Latika Gupta engages with. The book explores how the identities of Muslim girls are shaped by their restrictive socio-cultural environment, heavily influenced by family and community norms.
14) Krishna (Krsna):
Krishna Kumar is cited in the text, where he emphasizes the overarching power of patriarchy, describing it as 'the greatest of all known human institutions.' His foreword adds a critical perspective on the challenges faced by Muslim girls as detailed in Gupta's book.
15) Illness:
Illness is briefly mentioned in the book, particularly in relation to homework. A table notes that one girl’s sisters help her with homework when she is sick. This indicates the communal aspect of education within the family setting, despite the overall restrictive environment.
16) Student:
The term 'student' refers to the 25 Muslim girls in Grade XI who are the focus of Latika Gupta's study. Their academic and social experiences at the MGS school in Old Delhi are explored in detail, highlighting the challenges and limitations they face.
17) Family:
Family plays a dominant role in the lives of the Muslim girls studied. The text emphasizes that family and community regulate nearly every aspect of a girl's life, from what she reads and wears to whether she is allowed to continue her education beyond Grade VIII.
18) Repair:
Repair is mentioned in the context of the school’s surroundings, which includes overflowing sewers and fumes from a mechanic repair shop. This description sets the scene for the MGS school and highlights the unwelcoming and unhygienic conditions that the girls navigate daily.
19) Stream:
Stream refers to the significant decision the girls in Grade XI must make about their subject streams. The text notes that history and political science are part of the curriculum but provides little detail on what other subjects are taught or how these choices affect the girls� futures.
20) Gold (Golden):
Golden is part of the Goethe quote, which the reviewer uses to describe the practical importance of real-life observation over theoretical knowledge. Latika Gupta's detailed and empathetic observations about the girls and their environment are compared to the 'golden tree of life.'
21) Future:
Future looks promising for Latika Gupta as an author. The reviewer expresses anticipation for her next book, pointing to her strong observational skills and empathetic interviews, hoping she will focus more on these strengths rather than theoretical jargon.
22) Delhi:
Delhi is where the Muslim Girls� School (MGS) is located, specifically in the Old Delhi area. The socio-economic and educational experiences of the girls in this specific urban setting are central to Gupta's study.
23) Kumar:
Kumar here refers to Krishna Kumar, who is quoted in the foreword of Gupta's book. He underlines the pervasive influence of patriarchy, describing it as 'the greatest of all known human institutions,' framing the context of the challenges faced by Muslim girls as explored in the book.
24) Power:
Power in the context of this book refers to the dominant patriarchal structures that regulate almost every aspect of the girls' lives. It influences their educational opportunities, freedoms, and overall life choices, strongly highlighted in both Gupta's narrative and Kumar's foreword.
25) Green:
Green is part of the Goethe quote used to emphasize the practical aspects of life over theoretical knowledge. The reviewer hopes that Gupta's future work, like the green 'golden tree of life,' will focus on her detailed observations rather than adhering strictly to academic theory.
26) Human:
[see source text or glossary: Human]
27) Tree:
Tree is part of Goethe’s quote used by the reviewer to recommend a focus on practical, life-like observations. The ‘golden tree of life� is contrasted with the ‘grey� of theoretical discourse, suggesting that Gupta excels in her real-world observations and should continue this in future works.
28) Game:
Game refers to the academic and theoretical 'rules of the game.' The reviewer notes that Gupta successfully uses current academic jargon to demonstrate her theoretical competence, which is required in her field, but hopes she will focus more on her observational strengths in the future.