Intersectional Identities and Women's Education in British India

Abstract

This topic delves into the intricate network of intersectional identities in British India during the establishment of educational institutions for women by both British and indigenous reformists. It aims to investigate how factors such as class, religion, and ethnicity intersected to shape the development of women's education. Shedding light on the challenges faced and milestones achieved in this historical context. The research employs the Intersectionality theory, pioneered by the Black African-American feminist Kimberlé Crenshaw in 1989, which posits that gender, class, race, and other social identities intersect, overlap, and impact an individual's life. The study explores the intersectional identities of Indian girls through the lens of gender and social identities, examining their interaction with the religious and social structure of Indian society and how it deprived and discriminated against women in obtaining an education. The research also discusses educational institutions for women's education by both British and Indigenous people from the theoretical perspective of intersectionality. The methodology involves archival and descriptive research methods, including historical and content analysis, to examine historical facts, past events, and people, leading to a comprehensive conclusion.