please answer the question very quickly
explain the hindrances in the growth of the women's education in the 19th century india
Answers
Participation of Women and Environmental Movements in India
-------------------------------------Chipko movement and participation of women
One of the first environmentalist movements which were inspired by women was the Chipko movement
. It began when Maharajah of Jodhpur wanted to build a new palace inRajasthan which is India’s Himalayan foot hills. While the axemen were cutting the trees, martyr Amrita Devi hugged one of the trees.
This is because in Jodhpur each child had a tree that could talk to it. The axmen ignored Devi and after taking her off the tree cut it down. Her daughters who followed her and the mother were all were killed.
People from forty-nine villages around Jodhpur responded to this act and hugged the trees the axemen were trying to cut. This act by Himalayan village women was a nonviolent resistance movement to save the forest. Chipko movement doesn’t have any formal structure, board of director or any specific leaders.
Women who participated in this movement were largely rural women, who are connected to each other horizontally rather than vertically via a hierarchy. Chipko activists haven’t focused on one area and they shift their hub into any region which faces the risk of deforestation. Chipko’s idea and philosophy spread through word of mouth mostly by women who talked about them on village paths or markets. chipko movement started in uttaranchal. it was started by a woman called gaura devi. Later on she was supported by environmentalists like chandi prasad bhatt and sunderlal bahuguna. For rural women, saving the environment is crucial to their economic survival. As primary food, fuel, and water gatherers, women have strong interests in reversing deforestation, desertification, and water pollution.
Against these harmful deforestation policies a movement called Chipko was born. “Chipko” in Hindi means to cling, reflecting the protesters main technique of throwing their arms around the tree trunks designated to be cut, and refusing to move. We can also refer here another movement, which is one of biggest in women and environmental history, is the Green Belt movement. Nobel Prize winner Wangari Maathaifounded this movement on the World Environment Day in June 1977. The starting ceremony was very simple, with a few women participating,
who planted seven trees in Maathai’s backyard. By 2005, 30 million trees had been planted by participants in the Green Belt movement on public and private lands. The Green Belt movement aims to bring environmental restoration along with society’s economic growth.
This movement leaded by Maathai focused on restoration of Kenya’s rapidly diminishing forests as well as empowering the rural women through environmental preservation, with a special emphasis on planting indigenous trees.
While the feminist movement certainly promoted the importance of the issues attached to female education, the discussion is wide-ranging and by no means narrowly defined. It may include, for example, AIDS education.[2] Universal education, meaning state-provided primary and secondary education independent of gender is not yet a global norm, even if it is assumed in most developed countries. In some Western countries, women have surpassed men at many levels of education. For example, in the United States in 2005/2006, women earned 62% of associate degrees, 58% of bachelor's degrees, 60% of master's degrees, and 50% of doctorates.[3]
Education for disabled women has also improved. In 2011, Giusi Spagnolo became the first woman with Down Syndrome to graduate college in Europe (she graduated from the University of Palermo in Italy).[4][5]
Improving girls' educational levels has been demonstrated to have clear impacts on the health and economic future of young women, which in turn improves the prospects of their entire community .[6] The infant mortality rate of babies whose mothers have received primary education is half that of children whose mothers are illiterate.[7] In the poorest countries of the world, 50% of girls do not attend secondary school. Yet, research shows that every extra year of school for girls increases their lifetime income by 15%. Improving female education, and thus the earning potential of women, improves the standard of living for their own children, as women invest more of their income in their families than men do.[8] Yet, many barriers to education for girls remain. In some African countries, such as Burkina Faso, girls are unlikely to attend school for such basic reasons as a lack of private latrine facilities for girls.[9]
Higher attendance rates of high schools and university education among women, particularly in developing countries, have helped them make inroads to professional careers with better-paying salaries and wages. Education increases a woman's (and her partner and the family's) level of health and health awareness. Furthering women's levels of education and advanced training also tends to lead to later ages of initiation of sexual activity and first intercourse, later age at first marriage, and later age at first childbirth, as well as an increased likelihood to remain single, have no children, or have no formal marriage and alternatively, have increasing levels of long-term partnerships. It can lead to higher rates of barrier and chemical contraceptive use (and a lower level of sexually transmitted infections among women and their partners and children), and can increase the level of resources available to women who divorce or are in a situation of domestic violence. It has been shown, in addition, to increase women's communication with their partners and their employers, and to improve rates of civic participation such as voting or the holding of office.
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