ISSN (Online) - 2349-8846

Why Women’s Studies?

Contemporary Relevance and Future Discourse
ASHMITA SHARMA

Vol. 52, Issue No. 21, 27 May, 2017

The dissolution of the Planning Commission and expiry of the Twelfth Plan has imperilled
the futures of the centres for Women's Studies, and Study of Social Exclusion and Inclusive
Policy across public universities in India. These centres were borne out of struggles for
inclusion and continue to operate at the margins of the academic set-up. A critical appraisal
of Women's Studies has been undertaken here to locate its relevance in contemporary
times.

The centres for Women's Studies, and Study of Social Exclusion and Inclusive Policy, spread
across Indian universities were set up and funded by the University Grants Commission
(UGC) under the Twelfth Five Year Plan (2012–17), and were renewed on a plan-to-plan
basis. However, with the expiry of the Twelfth Plan and dissolution of the Planning
Commission, the futures of the above-mentioned centres is imperilled, especially those
entirely dependent on UGC funds. While the government has been trying to project a pro-
marginalised image, cuts in public funding for higher education is building pressure on the
functioning of such centres of critical social inquiry and thought, and increasing the
financial burden on (marginalised) students.

After much debate and negotiation between representatives of these centres and state
bodies, the UGC released a notification on 29 March 2017 extending funding to the centres
by a year. This is at best a stopgap measure. Confusion and uncertainty about the future of
these centres still looms large. Taking the Women's Studies programme as a case in point,
this article is a modest attempt to examine the importance of such centres in institutions of
higher education. These concerns, while not new, require urgent attention owing to two
important factors: the resurgence of right-wing patriarchal attack on feminist scholarship
and educational spaces that question and challenge the brahminical social order, and cuts in
funding to higher education and push towards privatisation.

Genesis of Women's Studies in India

The genesis of Women's Studies as an academic discourse in India draws extensively from
the history of the women's movement, which has been instrumental in articulating the
question of women's history and shaping feminist discourses. Feminist historiography has
been developed with the declared agenda of not only making women visible in history, but
also recording their contributions to various social and historical processes. The purpose is
to integrate women's experiences into the dialectics of history (Chanda 2000). By recovering
ISSN (Online) - 2349-8846

stories of women's activism, feminists have contributed towards building a new knowledge
base, providing new ways of seeing and understanding women and, what qualifies as
history. The idea behind such an exercise is not only to make women visible and provide a
numerical count of women's participation in history, but also to develop a more holistic and
nuanced approach towards knowledge production. It is this ideation that has drawn
researchers to Women's Studies.

Women's Studies, as a paradigm of intellectual inquiry and institutional site in academics,

was drawn out of the women's movement in the 1970s. Women's history is, by and large, a
part of the complex process and struggle for recognising and visibilising women's lives, and
their experiences. The official recognition of Women's Studies as an academic discipline in
the university system has a history of more than four decades. Institutions such as the
Indian Council of Social Science Research (ICSSR) and the women's movement were critical
players in this complex process (Pappu 2002). Besides Women's Studies centres, there are
various other non-academic forums for addressing women's/gender issues in academic
institutions. These centres are initiated and funded by state governments, autonomous
academic institutions, and government agencies under the guidance of the UGC (Sreerekha
2016). Women's Studies was initially conceptualised as a branch of the social sciences and
humanities. However, today, it has emerged as a discipline with a core body of theory within
an interdisciplinary framework. It closely engages with other social science disciplines such
as sociology, economics, political science, history and literature among others as
developments in these areas are intrinsic to knowledge production in Women's Studies. In
the process, it has been able to question existing concepts, tools, techniques and
methodologies across disciplines that render women marginal and invisible, giving it a
necessary critical edge.

Institutionally, Women's Studies entered the university system with the establishment of the
Research Centre for Women's Studies (RCWS ) at the SNDT Women's University, Mumbai
(Poonacha 2003; Anandhi and Swaminathan 2006). Around this time, three more institutions
namely, the Institute of Social Studies Trust (founded in 1976), the Centre for Women's
Development Studies (CWDS, established in 1980) and the Anveshi Research Centre for
Women's Studies (in 1985) were established to conduct new research on women with the
aim of achieving socio-economic and political transformation (Anandhi and Swaminathan
2006; John 2008). The alarming findings of the Committee on the Status of Women in India
published in the Towards Equality report (1974) provided the much-needed push for state
realisation that women's lives, especially those of poor rural women, needed recognition and
change. In order to achieve this objective, research units of Women's Studies came to be
established in 1974. This resulted in a fundamental shift from viewing "women as subjects
to be educated" to seeing "women as the new subjects of investigation and study" (John
2008). Women's Studies was, thus, regarded as an instrument of transformation, not only to
change state policies but also to transform women's perceptions about themselves
(Mazumdar 1987).
ISSN (Online) - 2349-8846

Women have always been made the focus of social reform relating to the broad question of
their status in Indian society since the 19th century. However, it was the institutionalisation
of Women's Studies that facilitated the permeation of feminist ideas into the university
system. With the introduction of feminist concepts of patriarchy, sexual division of labour,
gender inequality, injustice and oppression, into its language and analysis, the development
of Women's Studies has effected the visibilisation of women in social knowledge and action.

Beginning in 1987, Women's Studies centres were established in select universities of the
country with a three-pronged thrust of teaching, research and extension (Sharma 2012).
The support provided by the UGC to these centres since the Seventh Plan has led to the
visibility of Women's Studies in the university system. The first UGC guidelines were
brought out in 1986 for the development of Women's Studies in Indian universities and
colleges (Anandhi 2017). At the same time, the new National Policy on Education, 1986
document not only referred to education for women's equality and empowerment, but
specifically mentioned the role of Women's Studies in achieving the objective. The
establishment of UGC-supported Women's Studies centres were seen as the culmination of a
long-drawn struggle for legitimacy by the leading figures of Vina Mazumdar and Neera
Desai (John 2008). The further expansion of these centres across universities today, is
reflective of the prolonged period of struggle fought by the women's movement to introduce
and institutionalise Women's Studies in institutions of higher education. While this
expansion in the last three decades seems to indicate an acceptance of Women's Studies by
the larger academic community, there is no denial that the discipline continues to occupy a
marginal location within disciplinary hierarchy.

Contribution to Higher Education

Women's Studies through its teaching, training, research, scholarship and advocacy has had
a far-reaching impact on modern academia. The revival of the women's movement in the
late 1970s brought new direction, scope and dynamism to Women's Studies. However,
Women's Studies and women's movements have undergone significant changes over the last
three decades. A careful mapping of these changes reveals the expansion of the scope and
focus of Women's Studies from the time of its inception. Today, the usage of the term
"women's movements" instead of "women's movement" is reflective of this change in both
academia and activism. Moreover, the major developments of 21st century feminism
including, the emergence of the Dalit–Bahujan feminist movement and studies, movements
by Adivasi women, Muslim women, transgender women, and studies on themes spanning
class, caste, sexuality and gender have come to occupy a predominant place in Women's
Studies today.

Women's Studies emerged as part of a broader process of the critical evaluation of issues
that structured the way women lived their everyday realities. Issues of violence,
communalisation of society, rampant caste discrimination, dowry deaths, female foeticide
and infanticide, sexual harassment, lower female work participation rates, ill effects of
ISSN (Online) - 2349-8846

globalisation and many more are not just real issues that affect women, but they define the
very world of education that Women's Studies is a part of. This makes its task even more
crucial because these areas are equally compelling and challenging.

Women's Studies has played a critical role in redefining the notion of "social," transcending
former narrow formulations. A significant example in this regard has been the conception of
"class." In contrast to earlier formulations of positioning class in opposition to the structures
of gender, caste, and ethnicity, Women's Studies practitioners played a key role in making
class and gender central to the analysis of women's oppression. They argue that the
disposition of gender is crucial to the understanding of class differentiation in society
(Mazumdar 1994). Yet another example pertains to the notion of "development." They
argued that development is not an innocuous term, but heavily value-laden. While Women's
Studies scholarship did not question the idea of development per se, it raised concerns
about the kind of development undertaken and its differential impact on people across social
classes and groups. They were critical of the kind of development that was insensitive to
gender concerns and issues of other marginalised groups (Mazumdar 1994: 45–46).

The mandate of Women's Studies has undergone changes from its earlier conceptualisation,
in terms of challenging its limitations and broadening its spectrum with an emphasis on
equity and inclusiveness. If in its embryonic years, Women's Studies was exclusively women-
centred, today it has broadened its scope to encapsulate gender non-normative persons,
trans people, queer and other groups, marginalised on the basis of their identities and
sexual orientation.

Gender oppression, along with class differentiation and caste discrimination is a stark
reality of the Indian society. The contribution of Indian diasporic feminists has highlighted
the predicament of women's multiple and overlapping marginalisations in the complex
interplay of caste, class, gender, ethnicity and religion. Feminist writings on an array of
subjects including experience, identity, community, and dominant conceptions of
multiculturalism and citizenship; interdisciplinary programmes like Women's Studies, and
race and ethnic studies; pedagogies of accommodation and dissent; and transnational
women's movements for health and reproductive rights, have all contributed towards a
universal feminist pedagogical framework (Patel 2010). Thus, Women's Studies programmes
have pushed academia to function in a more inclusive and democratic fashion.

Emphases on teaching, training and research have played a key role in Women's Studies
classrooms, and there is constant reiteration of the reciprocal and generative relationship
between these aspects. Their commitment to interdisciplinarity has challenged higher
education to rethink the foundational assumptions of how knowledge is produced, organised
and evaluated (Berger 2013). Furthermore, the pedagogical emphasis on the dialectical
relationship between "theory" and "praxis" vis-à-vis the women's question is another
important contribution.
ISSN (Online) - 2349-8846

Besides these achievements, Women's Studies has had to struggle for a space of its own in
academia and the social sciences in India in its formative years. A surface-level analysis of
its contributions to higher education correspondingly demands the ability to critically self-
reflect on some of Women's Studies limitations in order to assess its relevance in modern
times.

Making Women's Studies Relevant

As outlined above, Women's Studies has had a long and stable history, and can no longer be
treated as a new discipline. While it was born out of the women's movement in India, its
disjuncture with activism created an uneasy alliance in networking between "scholars" and
"activists." For Mazumdar (1994), the relationship between Women's Studies and women's
movements is a complex one. She rightly points out how Women's Studies practitioners tend
to develop a language of their own consisting of terminologies and jargons inhibiting
communication with ordinary people and connection with the masses. Sometimes, this
promotes the creation of a hierarchy within the Women's Studies movement, between those
who are in pursuit of a theoretical rigour in the discipline and those who are more
practically oriented to the issues at ground level. It has been noticed that such a pursuit of
theoretical rigour also encourages elitism, thereby, drifting away from the pressing
concerns that affect the lives of the majority of women (Mazumdar 1994: 50).

Since the beginning, women's movements have contributed extensively by giving expression
to the voices of ordinary women and integrating their concerns in the research agenda of
Women's Studies (Patel 1998). Likewise, in order to bridge the gap between activism and
academics, Women's Studies should strive to break the isolation of academia and draw from
the experiences of others. The fear and scepticism of losing one's foundational goal lingers
on both sides. While women activists feel that too much involvement in academics might
result in a disconnection with issues in the field, Women's Studies scholars fear that overt
preoccupation with activism will erode the discipline of its academic rigour and scientific
endeavour. Such a battle cry for legitimate edge in academia will only prove detrimental for
a discipline that is already marginalised in the university system.

One reason for its marginalisation also depends on Women's Studies' own battle for
autonomy and separation from the mainstream. Autonomy might keep the discipline away
from the dangers of possible co-optation by the academic establishment. However, gender
being the central category of analysis in social science, such a move will only drift Women's
Studies from its original goal of acting as a "catalyst" and influencing other broad-based
movements and larger systems. Thus, autonomy, separation or independent existence will
only lead to isolation, exclusion, marginalisation and even, alienation from the mainstream.

My point is that Women's Studies should include both, a political as well as an intellectual
agenda for it to be meaningful to people and transform their lives. Production of theory
without engaging in political practice dilutes the basic objective of Women's Studies as an
ISSN (Online) - 2349-8846

intellectual arm of the women's movement. As scholars of Women's Studies, a critical self-
reflection of some of these limitations will only strengthen the core values of the discipline
and challenge the forces that threaten its disciplinary grids and political visions.

In the context of the increasing push towards privatisation,Women's Studies faces the
challenging task of consistently pursuing its goals of gender equality and social justice.
Until now, Women's Studies centres have been able to survive and sustain themselves due
to financial support from the government and its agencies such as the UGC. However, with
the present financial crisis in higher education, further growth and institutionalisation of
these centres and cells seem like a far-fetched possibility. Unlike other disciplines and
centres, the temporariness accorded to disciplines such as Women's Studies and Dalit
Studies among others, is a way of ensuring its marginalisation in the university system. The
uncertainty of these academic centres not only has an impact on the growth and expansion
of these disciplines, but also renders the faculty extremely vulnerable, affecting their
intellectual ability, contribution and access to resources (Sreerekha 2016). Additionally,
students pursuing such programmes in universities also stand to lose significantly in the
event of such crises.

The repercussions of fund cuts to higher education are much larger than we envision. This
is because cuts in funding would consequently result in major seat cuts and frequent
increase in fees, which will inevitably affect the academic aspirations of a large section of
students, especially those belonging to the historically disadvantaged groups. This in turn
will contribute to the "elite" character of the centres of higher education including Women's
Studies. The plan grants to institutions of higher education have been affected drastically
with the dissolution of the Planning Commission, and the establishment of NITI Aayog which
wants to invite private players to take over the charge of education. This process is linked to
the prevailing political economy. Another important feature of curtailment has been the
reduction in non-plan allocations to UGC and other higher educational institutions (Khan
2014).

The new forms in which caste and communalism emerged in the 1990s posed serious
challenges to women's movements and Women's Studies scholarship in the country. Right-
wing politics has insidiously permeated educational institutions, policies, and ideologies,
resulting in the rise of non-secular elements in education and "saffronisation" of government
bodies and other research institutions (Poonacha 2003). The outreach of right-wing politics
is not just confined to Women's Studies, it has serious implications on Dalit studies as well,
raising important concerns for the women's and anti-caste movements in the country.
Patriarchal and casteist in its essence, right-wing fundamentalism targets women across
social groups be they Dalits, Adivasis, queer or other marginalised groups. The failure of the
women's movement to effectively counter them has fragmented the movement (Poonacha
2003).

Given these challenges in the current political context, Women's Studies should strengthen
ISSN (Online) - 2349-8846

its determination to seriously engage with the specificities of caste, class, and community in
gender issues. It should imagine and situate itself in the wider context of common
democratic struggles, thereby, linking women's rights to the rights of other marginalised
groups. It is only by strengthening connections within and between movements that we will
be able to combat forces and structures that constantly trivialise and attack dissenting
voices, critical thinking, and free expressions.

Conclusions

From its inception right up to the present, Women's Studies continues to fight for legitimacy
in the university system. The threat of suspension of funding by the UGC to Women's
Studies and other similar centres that are a part of the planned fund for institutes of higher
education is an example of their marginal location in academic establishments. Women's
Studies through its teaching, training, research, and advocacy has contributed significantly
to academia in the modern times. As an academic field, it links itself to the grass-roots
movements in pursuit of gender equality. However, it has been observed that the seeming
disconnect between academics and activism has led to some of the challenges that the
discipline faces today. At a time when higher education is facing the brunt of reduced public
expenditure on education, the alliance between women's movements and Women's Studies
should be made stronger to counter the forces that attack our ideologies, our philosophies,
and existence. The state is keen on shrinking the autonomy of higher education in India in
favour of making it exclusionary to the detriment of students from marginalised sections. In
the changing political context, the committed academic community must join hands with
larger democratic struggles to pursue knowledge and practice that transform policies and
build perspectives to empower the marginalised of the country—among which women
constitute a significant portion.

References

Anandhi, S (2017): "Women's Studies in Tamil Nadu: A Curious Case of Institutionalization,"

Indian Association for Women's Studies (IAWS) Newsletter, Vol IV, No 1, pp 60–63,
http://www.iaws.org/wp-content/uploads/2017/03/NewsLetter-Special-Editio....

Anandhi, S and Padmini Swaminathan (2006): "Making it Relevant: Mapping the Meaning of
Women's Studies in Tamil Nadu," Economic & Political Weekly, Vol 41, No 42, pp 4444–54.

Berger, Michele Tracy (2013): "Learning from Women's Studies," Contexts, Vol 12, No 2, pp
76–79.

Chanda, Anuradha (2000): "Inaugural Session," In Search of Pasts? History, Women's

Movements and Women's Studies, Consolidated Report of the Seminars on Women and
Regional Histories, Indian Association for Women's Studies, p 12.

GoI (1974): Towards Equality, New Delhi: Government of India.

ISSN (Online) - 2349-8846

John, Mary E (2008): "Introduction," Women's Studies in India: A Reader, Mary E John (ed),
New Delhi: Penguin Books.

Khan, Saqib (2014): "Higher Education and Student Politics in Contemporary India: A Note,"
VIKALP, 20 November,
http://www.vikalp.ind.in/2014/11/higher-education-and-student-politics.html.

Mazumdar, Vina (1987): "Education, Development and Women's Liberation: Contemporary

Debates in India," Education and the Process of Change, R Ghosh and M Zachariah (eds),
New Delhi: Sage.

— (1994): "Women's Studies and the Women's Movement in India: An Overview," Women's
Studies Quarterly, Vol 22, No 3/4, pp 42–54.

Pappu, Rekha (2002): "Constituting a Field: Women's Studies in Higher Education," Indian
Journal of Gender Studies, Vol 9, No 2, pp 221–34.

Patel, Ila (1998): "The Contemporary Women's Movement and Women's Education in India,"
International Review of Education, Vol 44, No 2/3, pp 155–75.

Patel, Vibhuti (2010): "Dynamics of Women's Studies and Women's Movement," Economic &
Political Weekly, Vol XLV, No 33, pp 35–37.

Poonacha, Veena (2003): "Women's Studies in Indian Universities: Current Concerns,"

Economic & Political Weekly, Vol 38, No 26, pp 2653–58.

Sharma, Kumud (2012): "Changing the Terms of the Discourse: Gender Equality and the
Indian State" (Introduction), Changing the Terms of the Discourse: Gender Equality and the
Indian State, Kumud Sharma (ed), Delhi: Pearson.

Sreerekha, M S (2016): "Whatever happened to Women's Studies," Economic & Political

Weekly, LI (15): 64–68.