The issues at stake: theory and practice in the contemporary women's movement in India

1993 ◽  
Vol 30 (09) ◽  
pp. 30-5300-30-5300
2019 ◽  
Vol 24 (2) ◽  
pp. 89
Author(s):  
Anna Margret

<p class="p1">This article explores the complexity of the relationship between democracy and feminism in both theory and practice. For a long time, feminist theorists have put forward criticism of democratic studies, which emphasize the importance of transforming political institutions and addressing the measure of the goodness of democracy that is considered to be generally accepted. As a result, the voice and interests of women are considered merely complementary and not a priority. Feminist agendas—marked by the formulation of interests aimed at challenging patriarchy in a variety of manifestations—are increasingly scarce in the work of fighting for democracy in Indonesia, especially in the participation of women’s electoral politics. While non-electoral participation is more indicative of the presence of a feminist agenda, the challenge lies in the lack of linkages with electoral politics. The achievements of democracy over the past 20 years show the lack of contribution of democracy to the struggle that the women’s movement formulated with the breath of feminism. This article highlights the increasingly eroded feminist agenda in the consolidation of democracy in Indonesia. It is time for the consolidation of democracy to borrow the logic of feminism, which rejects the public/private; personal/political dichotomy; in the electoral/non-electoral political struggle.<span class="Apple-converted-space"> </span></p>


2012 ◽  
Vol 21 (3) ◽  
pp. 74-81 ◽  
Author(s):  
Debbie Witkowski ◽  
Bruce Baker

Abstract In the early elementary grades, the primary emphasis is on developing skills crucial to future academic and personal success—specifically oral and written communication skills. These skills are vital to student success as well as to meaningful participation in the classroom and interaction with peers. Children with complex communication needs (CCN) may require the use of high-performance speech generating devices (SGDs). The challenges for these students are further complicated by the task of learning language at a time when they are expected to apply their linguistic skills to academic tasks. However, by focusing on core vocabulary as a primary vehicle for instruction, educators can equip students who use SGDs to develop language skills and be competitive in the classroom. In this article, we will define core vocabulary and provide theoretical and practical insights into integrating it into the classroom routine for developing oral and written communication skills.


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