A Critical Appraisal of Women’s Education: Transcending Prescriptive ‘lady-like’ Ideologies (1948-1966)
Author(s): Dr. Nirmala Shah
Publication #: 2608021
Date of Publication: 13.09.2026
Country: India
Pages: 1-10
Published In: Volume 12 Issue 5 September-2026
DOI: https://doi.org/10.62970/IJIRCT.v12.i5.2608021
Abstract
Improvements in educational opportunities are crucial to a nation’s progress. Efforts were made in India shortly after Independence to eradicate illiteracy and provide education to all. There was also a focus on women’s education. During the period under study, it was believed that the intend of female education was to make them good housewives and mother, i.e., to be ‘lady-like’. So, the curriculum was geared towards that. However, a shift was noticed over a period. For example, in 1962, a committee on differentiation of curricula for boys and girls was formed by government which stressed on common curricula for boys and girls.
Thus, despite initial resistance, girls and women were eventually able to get access to education with governmental and individual efforts. The present paper attempts to examine the role education played in giving identity to women and how it brought about a social and silent revolution. Equally important is the emphasis on the significance of education in achieving women empowerment. The paper further traces the progress of education during the period under study and outline the challenges it faced.
Keywords: Women’s education; social revolution; University Education Commission; National Council for Women’s Education; Education Commission
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