scholarly journals Rural development and women's liberation: caste, class and gender in a grass-roots organisation in Tamil Nadu, South India

IDS Bulletin ◽  
1984 ◽  
Vol 15 (1) ◽  
pp. 45-50 ◽  
Author(s):  
Burnad Fatima
2021 ◽  
Vol 10 (1) ◽  
pp. 23-40
Author(s):  
Ewa Rychter

Abstract This paper claims that through a feminist rewriting of the Bible, Michèle Roberts’s novel The Wild Girl (1984) articulates the ambivalences and insecurities that emerged in the British Women’s Liberation movement after its initial period of great energy, hopefulness and enthusiasm of the 1970s. By rewriting the biblical insistence on female rivalry and competition, and revising biblical “gynotypes” and “fragmented women”, the novel not only exposes the patriarchal discourses of the Bible, but also critically revisits the WLM’s utopian visions of unity, and re-imagines the ways in which women can cooperate while preserving their differences. When juxtaposed with more recent women’s rewritings, often driven by (and catering to) market economy and consumer culture, Roberts’s novel is a useful remainder of the still consequential need to “look back in order to move forward” (Plate 406). The novel’s small-scale, grass-roots level sisterhood, never altogether free from tensions, is a quietly optimistic vision of women’s bonds, a “secret gospel” proclaiming the good news about the precarious and changeable relationship among women, and about the need of its incessant reworking.


Author(s):  
Gwyneth Mellinger

This chapter explores the ASNE's response to civil rights reforms and women's liberation and begins a discussion of how the ASNE's responses to the concerns of nonwhites and white women, which the organization treated as separate matters, exacerbated the division between race and gender, producing tension between the marginalized constituencies and a disparity in the resources accorded to each. It reflects on a time of transition, when the idea of integrating newsrooms and the ASNE had appeared on the horizon and many editors had begun contemplating its distant inevitability. This was not, however, a time of concrete change in the membership's collective thinking about race and gender.


Author(s):  
Batya Weinbaum

This essay acknowledges the importance of examining the #metoo movement in global, cross-cultural, international contexts as scholars. Yet it also argues for teaching the social media (SM) movement in a grounded historical context as growing out of other moments of women’s liberation movement history in which women came together to tell their story, sharing their personal experiences that led to political action, particularly when teaching the hashtag movement in introductory women and gender studies courses. The author shares her efforts to do so online at a south-eastern technical university in the United States in the Spring of 2019. Not as part of evaluations but as part of a teaching unit within the course, she asked her nearly 50 students, both male and female, to compare and contrast the SM movement to consciousness-raising groups in which women had met face-to-face to share their experiences in an earlier time in movement history. All 300 student posts and reflections posted in the week under examination were scrutinized by the instructor, and their thoughts and conclusions analyzed. In this article, a sample of four is explored.


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