Historical background and study of trends in the education of women in India during the period from 1921 to 1966 - covers educational levels, factors of social status, the effect of accession to independence of the country, etc. Bibliography pp. 213 to 220.
Originally published in 1989. This detailed bibliography focuses on women’s education in the developing nations of Asia, Africa, Latin America and the Caribbean and the Middle East. It contains annotations for about 1200 published works in English, French, Spanish, Portuguese and German. The entries include extensive research journal, monograph and book literature items, including chapters hidden in books that don’t have women or education as their main theme. The citations are organised thematically but with geographic divisions within each of the 15 sections and each entry has a decently detailed summary. It is prefaced by a useful article written by Gail Kelly on the directions in research at the time and the development of women-centric approaches.
The status and position of Indian women have undergone many changes since the high status they enjoyed in the Vedic era yielded to forced suicide during the dark ages, female infanticide, purdah, child marriages and the denial of property and political rights. This book, first published in 1985, provides a comprehensive annotated bibliography to hose years, and the years that followed of the relentless liberation struggle by women on the socio-political and legal fronts.
Gail Kelly and Carolyn Elliott have assembled the latest and best available scholarship from a range of disciplines to illuminate the determinants, nature, and outcomes of womens education in third World nations. This study focuses on the undereducation of women in Africa, Asia, Latin America and the Middle East, delving into its causes, changes in female education patterns and the significance of these changes to societies and to womens lives. Articles in this volume lay the foundation for further research by examining womens schooling from the novel perspective that the social and economic outcomes of womens education are shaped by gender-sex systems that subordinate women to men.