JultikaUniversity of Oulu repository

Abstract

This research aims to understand the prevalent gender norms in the education system of Bangladesh through the perceptions of grassroot level feminists and therefore, seeks answers to two questions: a) How do grassroot level feminists perceive the causes for gender inequality in the education system of Bangladesh? b) How can the Bangladeshi feminist critique help to reformulate the norms of education in Bangladesh to better take into consideration diverse gender experiences? Following a theoretical framework of postmodern feminism, postcolonial feminism and decolonial theory, the study illuminates the notions of gender inequalities in education of Bangladesh.

The study used a qualitative approach to understand the views and experiences of the participants who were the grassroot level feminists from Bangladesh. In depth interviews with the participants worked as the main source of data and thematic analysis was used to analyze the data. The study found that the grassroot level feminists in Bangladesh perceive patriarchy as one of the reasons behind gender inequality in the education system of Bangladesh. Other reasons include religion, social values and family pressure, economic condition, outdated structure and curricula from the colonial period. However, these reasons are intertwined with each other making gender inequality a complex phenomenon. The research also suggested that government initiatives in terms of curriculum reformation, budgeting and enforcing strict laws are crucial to make the education system more diverse and along with that exposure to outside knowledge is also necessary.

This research can be used by the policy makers to reform the education system in Bangladesh through a feminist and decolonial lens and this can be a way forward to other research concerning gender and education in Bangladesh. Moreover, this research has tried to incorporate authors from Bangladesh and South Asia (or in general from Global South) mostly so that the western and colonial perceptions can be avoided.