Understanding the intersectionality of urban Indian women's leisure experience.

2021 ◽  
pp. 168-179
Author(s):  
Vinathe Sharma-Brymer
Keyword(s):  
Lived Experiences ◽  
Formal Education ◽  
Research Data ◽  
Indian Women ◽  
Personal Time ◽  
Decision Making Capacity ◽  
Urban Indian ◽  
Women's Lives ◽  
Sociocultural Experiences ◽  
College Educated

Abstract This chapter explores the conflictual location of leisure in Indian women's lives that religion, caste, class, formal education, and financial independence affect deeply. Autoethnography is applied as a methodology to analyse research data gathered from five college-educated, urban, upper-caste Indian women including the author herself. Autoethnography allows for the interrogation of broader processes of inequalities that shape lived experiences, particularly the interpretation of sociocultural contexts of life. The participants perceived leisure time embedded in socializing, religious and cultural gatherings, and family and community events. These collectively form the place, space, and events of women's leisure. Without assigning leisure a defined personal time, their leisure experiences carried layered meanings. It was a location of conformity, resistance, negotiations, desire, conflict, and transformation. Outside the realm of traditional sociocultural experiences, the women were becoming conscious of choice and decision-making capacity in their personal leisure. Their narratives provide insights into the experience of leisure with the nuances of strategies and agency.

Leveraging Learner Experience

2021 ◽  
pp. 1342-1369
Author(s):  
Raichle Farrelly ◽  
Iuliia Fakhrutdinova
Keyword(s):  
Language Learners ◽  
Lived Experiences ◽  
Formal Education ◽  
Literacy Practices ◽  
Learning Opportunities ◽  
Pedagogical Practices ◽  
Oral Traditions ◽  
Language And Literacy ◽  
Sociocultural Perspective ◽  
Adult Language Learners

This chapter builds on the pedagogical knowledge base of educators who work with refugee-background adult language learners. The chapter introduces refugee-background adults who have experienced interruptions in their formal education. The authors present a framework for pedagogical scaffolding that emerges from a sociocultural perspective on learning. An overview of research underscores the benefits of recognizing and building upon learners' strengths, lived experiences, and oral traditions. Classroom-based approaches that integrate pedagogical scaffolding into meaningful learning opportunities to enhance the language and literacy practices of adult learners are highlighted. The chapter sustains innovation and conversation among educators working with refugee-background adults, ideally in collaboration with the learners themselves, to cultivate pedagogical practices that foster learner success in the classroom and beyond.

scholarly journals English for Tour Guide: A Need Analysis of a Contextual-Based Language Teaching

2018 ◽  
Vol 42 ◽  
pp. 00012
Author(s):  
Ni Made Ratminingsih ◽  
Made Suardana ◽  
Anak Agung Ngurah Yudha Martin
Keyword(s):  
Formal Education ◽  
Learning Experience ◽  
Research Data ◽  
English For Specific Purposes ◽  
English Learning ◽  
Tour Guides ◽  
Need Analysis ◽  
Interview Guide ◽  
Speaking Skill ◽  
English Speaking

This paper reports the results of need analysis of English for Specific Purposes (ESP) for local tour guides in two villages in Buleleng regency. This research is a descriptive qualitative study involving 56 tour guides, in which 30 were based in Ambengan village and 26 others were posted in Sambangan village. There were three instruments applied to obtain the research data such as observation sheet, questionnaire, and interview guide. Findings from the observation showed that the two villages had waterfalls and terraced rice fields as the main potencies. Additionally, the questionnaire specifying the target need showed that both groups had low speaking skill (56.05%) even the rest of them (43.95%) understood English, but was not able to speak English at all. Furthermore, they all required oral English, speaking (69%) and listening (24.5%). Seen from learning need, they demanded conversation (90.5%) as the most important learning experience. The results from interview proved that 92.5% local guides had no academic background in English. From those findings, it can be summed up that they need contextual-based English learning to accomplish their jobs in a more professional way through non formal education.

“I’ve always been the one who drops everything”: the lived experiences and life-course impacts of young adult women carers

2020 ◽  
Vol 4 (3) ◽  
pp. 331-348
Author(s):  
Marjorie Silverman ◽  
Shari Brotman ◽  
Marc Molgat ◽  
Elizabeth Gagnon
Keyword(s):  
Young Adult ◽  
Lived Experiences ◽  
Adult Women ◽  
Social Forces ◽  
Young Adult Women ◽  
The Past ◽  
Personal Stories ◽  
The Social ◽  
Women's Lives ◽  
The One

Based on findings from a Canadian-based study, this article examines the stories of young adult women carers. Young adult women caring for a parent or grandparent were interviewed using social network maps, participant-driven photography and care timelines. The findings reveal numerous impacts on the women’s lives, which we categorise according to three temporal periods: the past (how they came to be carers); the present (their daily realities of care); and the future (how they imagine what is ahead). We conclude with a discussion regarding the tensions between the women’s personal stories and the social forces that shape young women’s caring.

Change in the Face of Resistance

2015 ◽  
Vol 18 (1) ◽  
pp. 11-25 ◽  
Author(s):  
Joshua C. Collins ◽  
Yogita Abichandani
Keyword(s):  
Human Resource Development ◽  
Time Management ◽  
Learning And Development ◽  
Indian Women ◽  
Women's Lives ◽  
The Face ◽  
Returning To Work ◽  
Work Family ◽  
Hrd Professionals ◽  
Time Away

The Problem The Indian economy is one of the fastest growing in the world, but that growth is not accessible to all people. Women who exit the workforce and return face challenges that make staying more difficult. Challenges include poor perception of the likelihood of success, child care, time management, and work–family role balance. As a result, the process of returning to work demotivates many Indian women returnees (IWRs). The Solution The purpose of this article was to examine the cultural, social, and economic components of Indian women’s lives that may contribute to difficulties faced when returning to work after time away. We offer suggestions for the field of human resource development (HRD) to facilitate meaningful learning and development in the lives of these women and position hope as motivation for initiating change in the face of resistance. The Stakeholders The stakeholders of this issue are IWRs, the HRD professionals who may work with them, their communities, their partners and families, and the organizations that may employ them.

scholarly journals Barriers for Early Detection of Cancer Amongst Urban Indian Women: A Cross Sectional Study

2016 ◽  
Vol InPress (InPress) ◽  
Author(s):  
Yugantara R. Kadam ◽  
Sanjay R. Quraishi ◽  
Randheer V. Dhoble ◽  
Minaxi R. Sawant ◽  
Alka D. Gore
Keyword(s):  
Early Detection ◽  
Early Detection Of Cancer ◽  
Cross Sectional Study ◽  
Sectional Study ◽  
Cross Sectional ◽  
Indian Women ◽  
Urban Indian
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