This project explores how the definition of femininity is deeply intertwined with the concept of nationalism, and the performance of cultural duty in order to protect the sanctity of marriage and family. Beginning with investigating how laws and policies have held women back in their status as second-class citizens, unable to exercise their right to feel safe, the chapter will delve into the roles that critical pedagogy and third world feminism play in achieving sustainable equity in India. These policies and theoretical frameworks provide a foundation for my curriculum design project, which uses Indian English feminist literature to amplify monolithic understandings of feminism in the Indian context. The purpose of this project was to design a workshop curriculum that uses Indian English feminist literature to define and exemplify the need for feminism in the Indian context. Along with critically examining laws, policies, and historical narratives, using a non-traditional, interdisciplinary approach, interspersing creative activities, such as poetry writing, and debate to create a more rounded learning experience, the curriculum will serve as a bridge to critical consciousness for middle school students. The goal of the project, to facilitate discussions surrounding existing legislation and policy studied in political science class, and identify key concerns regarding status of women in India, through Indian English feminist poetry, and the personal narrative, is successfully accomplished. The curriculum not only creates a space for a dialogue around feminism, equal citizenship, societal norms and expectations, but also, hopefully, simultaneously enhances their creative, technical, as well as critical thinking abilities.
","abstract_html":"<p>This project explores how the definition of femininity is deeply intertwined with the concept of nationalism, and the performance of cultural duty in order to protect the sanctity of marriage and family. Beginning with investigating how laws and policies have held women back in their status as second-class citizens, unable to exercise their right to feel safe, the chapter will delve into the roles that critical pedagogy and third world feminism play in achieving sustainable equity in India. These policies and theoretical frameworks provide a foundation for my curriculum design project, which uses Indian English feminist literature to amplify monolithic understandings of feminism in the Indian context. The purpose of this project was to design a workshop curriculum that uses Indian English feminist literature to define and exemplify the need for feminism in the Indian context. Along with critically examining laws, policies, and historical narratives, using a non-traditional, interdisciplinary approach, interspersing creative activities, such as poetry writing, and debate to create a more rounded learning experience, the curriculum will serve as a bridge to critical consciousness for middle school students. The goal of the project, to facilitate discussions surrounding existing legislation and policy studied in political science class, and identify key concerns regarding status of women in India, through Indian English feminist poetry, and the personal narrative, is successfully accomplished. The curriculum not only creates a space for a dialogue around feminism, equal citizenship, societal norms and expectations, but also, hopefully, simultaneously enhances their creative, technical, as well as critical thinking abilities.</p>","abstract_has_math":false,"creators":["Rangarajan, Suryaa"],"institution":null,"degree_name":"Master of Arts in International and Multicultural Education (IME)","degree_level":"Project/Capstone - Global access","degree_discipline":"International and Multicultural Education (IME)","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-12-16T08:00:00Z","date_published":"2016-12-16T08:00:00Z","updated_at":"2026-07-24T05:43:46Z","subjects":["Third world feminism","critical pedagogy","curriculum","Indian education","narratives","Indian literature","Education","Educational Methods"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://repository.usfca.edu/capstone/482","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Rangarajan, Suryaa"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2017-01-03T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["International and Multicultural Education (IME)"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Project/Capstone - Global access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts in International and Multicultural Education (IME)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Third world feminism","critical pedagogy","curriculum","Indian education","narratives","Indian literature","Education","Educational Methods"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://repository.usfca.edu/capstone/482"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This project explores how the definition of femininity is deeply intertwined with the concept of nationalism, and the performance of cultural duty in order to protect the sanctity of marriage and family. Beginning with investigating how laws and policies have held women back in their status as second-class citizens, unable to exercise their right to feel safe, the chapter will delve into the roles that critical pedagogy and third world feminism play in achieving sustainable equity in India. These policies and theoretical frameworks provide a foundation for my curriculum design project, which uses Indian English feminist literature to amplify monolithic understandings of feminism in the Indian context. The purpose of this project was to design a workshop curriculum that uses Indian English feminist literature to define and exemplify the need for feminism in the Indian context. Along with critically examining laws, policies, and historical narratives, using a non-traditional, interdisciplinary approach, interspersing creative activities, such as poetry writing, and debate to create a more rounded learning experience, the curriculum will serve as a bridge to critical consciousness for middle school students. The goal of the project, to facilitate discussions surrounding existing legislation and policy studied in political science class, and identify key concerns regarding status of women in India, through Indian English feminist poetry, and the personal narrative, is successfully accomplished. The curriculum not only creates a space for a dialogue around feminism, equal citizenship, societal norms and expectations, but also, hopefully, simultaneously enhances their creative, technical, as well as critical thinking abilities.
"]},{"key":"dc:title","label":"Title","values":["Feminist Herstory Through Indian English Literature"]}]}],"canonical_facts":{"dc:creator":["Rangarajan, Suryaa"],"dc:date.available":["2017-01-03T08:00:00Z"],"dc:description.abstract":["This project explores how the definition of femininity is deeply intertwined with the concept of nationalism, and the performance of cultural duty in order to protect the sanctity of marriage and family. Beginning with investigating how laws and policies have held women back in their status as second-class citizens, unable to exercise their right to feel safe, the chapter will delve into the roles that critical pedagogy and third world feminism play in achieving sustainable equity in India. These policies and theoretical frameworks provide a foundation for my curriculum design project, which uses Indian English feminist literature to amplify monolithic understandings of feminism in the Indian context. The purpose of this project was to design a workshop curriculum that uses Indian English feminist literature to define and exemplify the need for feminism in the Indian context. Along with critically examining laws, policies, and historical narratives, using a non-traditional, interdisciplinary approach, interspersing creative activities, such as poetry writing, and debate to create a more rounded learning experience, the curriculum will serve as a bridge to critical consciousness for middle school students. The goal of the project, to facilitate discussions surrounding existing legislation and policy studied in political science class, and identify key concerns regarding status of women in India, through Indian English feminist poetry, and the personal narrative, is successfully accomplished. The curriculum not only creates a space for a dialogue around feminism, equal citizenship, societal norms and expectations, but also, hopefully, simultaneously enhances their creative, technical, as well as critical thinking abilities.
"],"dc:identifier":["https://repository.usfca.edu/capstone/482"],"dc:subject":["Third world feminism","critical pedagogy","curriculum","Indian education","narratives","Indian literature","Education","Educational Methods"],"dc:title":["Feminist Herstory Through Indian English Literature"],"thesis:degree_discipline":["International and Multicultural Education (IME)"],"thesis:degree_level":["Project/Capstone - Global access"],"thesis:degree_name":["Master of Arts in International and Multicultural Education (IME)"]},"updated_at":"2026-07-24T05:43:46Z"}