...SHIV SHAKTI International Journal in Multidisciplinary and Academic Research (SSIJMAR) Vol. 1, No. 4, November-December (ISSN 2278 – 5973) VIOLATION OF WOMEN HUMAN RIGHTS IN INDIA RITU DHANOA* * ASTT. PROFESSOR,G.G.S.C.W. SECTOR – 26, CHANDIGARH, MOBILE – 9872431166, dhanoaritu@gmail.com 1 www.ssijmar.in VIOLATION OF WOMEN HUMAN RIGHTS IN INDIA ABSTRACT: Human rights are those minimum rights which are compulsorily obtainable by every individual as he/she is a member of human family. The constitution of India also guarantees the equality of rights of men and women. However, in the sphere of women’s human rights in India, there exists a wide gulf between theory and practice. Indian society is a male dominated society where men are always assumed to be superior to society. The women in India very often have to face discrimination, injustice and dishonour. Though women in India have been given more rights as compared to men, even then the condition of women in India is miserable. The paper will throw light on the human rights of women in India and that how all the fundamental rights given to the women are being violated in India, by focussing on the various crimes done against them. The constitution of India has granted equal rights to the men and women. According to article 14 – „The State shall not deny to any person equality before law or the equal protection of laws within the territory of India‟. And Article 15 states – „State shall not discriminate against...
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...Women’s Rights in Afghanistan Afghanistan is one of the worst countries to be a woman. Girls’ schools are frequently attacked, high-profile women’s rights advocates have been targeted and killed, and violence against girls and women continues to be a major problem (“Women in Afghanistan”). More females die during pregnancies and childbirth than almost anywhere else in the world. Life is hard for women fighting for their rights in Afghanistan. The Taliban, an extremist militia, seized control first of Herat and then Kabul, the capital of Afghanistan, on September 27, 1996 and violently plunged Afghanistan into a brutal state of totalitarian dictatorship and gender apartheid in which women and girls were stripped of their basic human rights. Upon seizing power, the Taliban regime instituted a system of gender apartheid effectively thrusting the women into a state of virtual house arrest. Under Taliban rule, women were stripped of all human rights – their work, visibility, opportunity for education, voice, healthcare, and mobility. When they took control in 1996, the Taliban initially imposed strict commands that banished women from work force. They closed schools to girls and women and expelled women from universities. The Taliban prohibited women from leaving their homes unless accompanied by a close male relative. They also went as far as to ordering the publicly visible windows of women’s houses painted black and forced women to wear the burqa (or chadari) – which completely...
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...Testimonials Websites Activity Article: Media and Girls Books and Reports Take Action 1 1 2 3 4 5 6 End the Sexualization of Girls and Young Women in Mainstream Media Children are exposed to a barrage of sexual and violent images through mainstream and other media. As children gain more access to media through technology such as phones and computers, the time per day that children are exposed to images is increasing. The average high school student spends as much as 8-10 hours a day with some type of media, according to recent findings from the Geena Davis Institute. Studies estimate that counting all ads, logos, labels, and announcements a child is exposed to 16,000 images in one day. (Youth Media Reporter 2009). Media and Violence Against Women Often, media such as TV, commercials, movies, music lyrics, and even Halloween costumes, sexually exploits girls and young women; and it perpetuates unhealthy and unrealistic stereotypical portrayals of both young men and women. Sexually violent material can contribute to a social climate in which violence against women is more accepted. According to several studies by the APA Task Force on the Sexualization of Girls (2007), men and women exposed to sexually objectifying and violent images of women from mainstream media were more accepting of rape myths, sexual harassment, sex role stereotypes, and interpersonal violence. Such structures of violence allow violence against women to exist and persist. This handout and activity will...
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...sexualization of girls in the media and to give girls role models outside of celebrities like Paris Hilton and Britney Spears. Ringrose(2008) suggests teaching girls about historic feminist leaders, like suffragists, to balance out all the myth that they’re assimilating through pop culture. By teaching feminism to younger girls, it is better for off showing girls what sort of feminist action is happening right now. In order to empower young women, the schools need to teach them about women’s accomplishments through history, and need to explore teaching methods that inspire girls to speak out and make a difference. If feminism is to mean anything to women in this generation, this is an emphasis that must shift. When it comes to feminism, the universal might associate it with necessarily militant and anti-male. Feminism is a social movement that seeks equal rights for women. It is a coalition of women in bringing issues of coequality, sexual oppression, and sex discrimination into the community. It is all about women and men acting, speaking and writing on women's issues and rights and identifying social injustice in the status quo. The term "feminism" first appeared in UK in the 19th century. During this period, the feminist movement campaigned for improved female rights in the law, employment, education, and marriage. In 20th century, World War I helped to advance the feminist cause, as women were much needed by the UK heavy industry at the time, and those working women became...
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...lives of women in Afghanistan compared to lives of Women in the UK. Issues with women and their rights have been a massive problem for many years. There are still many parts of the world where women are seen as inferior to men and suffer from violence and abuse, physically and mentally. I will be looking at differences of the lives of women in the UK and women in Afghanistan. Women in Afghanistan experience a lot of inequality due to their gender and although the rights of women in the UK are as equally important as the rights of men, some women still also experience inequality. It is reported that the women of Afghanistan rights and quality of life were ranked second to the lowest country out of 165 countries investigated. There are many factors that cause difficulties for women in Afghanistan, some being, child marriage, lack of education, few job opportunities and groups such as the Taliban. Many women struggle to be heard and have to follow what the families want them to do. In the UK women are much more included in society and there are laws that stop the exploitation of women. Education for women has always been a problem worldwide, however as society has developed, girls and women are much more entitled to an education. In the UK the literacy rate of women is 99% with all young girls being expected to attend a free full time education up to the age of 16. However it is very much different to the education of girls and women in Afghanistan. The literacy rate for women if Afghanistan...
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...WOMEN IN PAKISTAN DISADVANTAGED AND DENIED THEIR RIGHTS 1. INTRODUCTION Women in Pakistan suffer widespread human rights violations. Police officers torture and rape women in their custody with impunity. If the victims bring complaints of rape before the courts, unless they can prove that they did not give their consent they may be punished for unlawful sexual intercourse under laws which explicitly discriminate against women. Women face cruel, inhuman and degrading punishments such as floggings and stoning to death. The discrimination against women in law reinforces their vulnerability to other human rights violations. Women's rights are seen as being of secondary importance and women are in a particularly weak position if they try to gain redress. It is always difficult to prosecute law enforcement personnel who have raped women in their custody. In Pakistan the law relating to rape creates an additional hurdle. Despite the number of women who have been beaten and raped in police custody, few police officers have ever been prosecuted for such violations of women's basic human rights. In the rare cases in which police officers have been convicted of abusing women in their custody, the convictions have always been overturned on appeal. Women who have been raped are at risk of being convicted of unlawful sexual intercourse. The victim's testimony is not taken into account in rape trials when maximum penalties are at stake. So a woman who has been raped can be sentenced...
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...Malala Yousafzai, a courageous 20 year women born on July 12, 1997, has been fighting for women’s right to an education since she was a little girl. She lived in a mountain valley in Swat, Pakistan for her early years of her live. In Pakistan and many other places that aren’t westernized, girls are very oppressed by society and Malala wants to change that. Malala is a very strict Muslim but she is also a great example of Christian Service. Christian Service is something that Christians do to serve others and God, even if they are suffering. Even though Malala has been persecuted for fighting for what she believes in, she keeps fighting for herself and the other 6 million girls who do not get an education. Thesis: Malala, even though she is...
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...In the Middle East Women didn’t have the right to go to school and were forced to be married and have children. Some people chose to support women right’s and speaking up about their equal between both genders. An additional document that would helpful in assessing the people's reaction is My thesis is that many people would defend women's rights and Men and others would be against them and would tell them what to do or not. Guys or women supported women's rights because in Document #2, there was Afghan men wearing burqas to defend women rights and to show their solidarity with Afghan women ahead of International Women's day in Kabul. So they're trying to say that women should have rights and do what they would like to. In Document #6, Malala...
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...n the Middle East Women didn’t have the right to go to school and some were forced to be married and have children. Some people chose to support women right’s and speaking up about their equal between both genders. An additional document that would helpful in assessing the people's reaction is My thesis is that some people defend women rights and Men and others would be against them and would tell them what to do or not. Some people supported women's rights because in Document #2, there was Afghan men wearing burqas to defend women rights. And to show their solidarity to Afghan women ahead of International Women's day in Kabul. So their trying to say that women should have rights and do what they would like too. In Document #6, Malala Yousafzai was advocating about how girls were stopped from going to school and Education went to being a crime. She thought that it was unfair from girls going to school because girls wants to have an education and she wants to advocate so that they are able to go to school without violence involved. And one last Document that gives evidence for this thesis statement is...
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...Have you ever wonder how is it to be a girl with no privileges whatsoever! When a girl goes to school she except a full education and an equal educational opportunity, with a teacher that will support her and will not limit her ability considering that she’s a girl. Educating the females is the enormous strategy that will make the change to get the gender equality back on track. According to the UNICEF, “31 million girls, are out of school and two thirds of illiterate adults are women.” Education is one of the most importance human right, everybody has the right for receiving an education In view of the fact that it will impact their lives and their future, also in achieving their human rights. Yet, the majority of people think women...
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... Prepared by Dr. Sarah Bradshaw, Principal Lecturer, Middlesex University with Dr. Joshua Castellino and Ms. Bineta Diop, Co-Chairs of the Sustainable Development Solutions Network Thematic Group on the “Challenges of Social Inclusion: Gender, Inequalities and Human Rights” 20 May 2013 1 1. Introduction This short paper aims to highlight the important role women have and can play in economic development. It addresses three questions: what is the evidence base to support investing in women? What are the current constraints on realising the full potential of women in the process of economic development? What are the priority areas of intervention necessary to unblock these constraints? It is focussed on women and on economic development, rather than on the wider issue of gender and development. However, before looking at the evidence base, constraints, and interventions, it will provide a brief context of the evolution of thinking around women and development.1 1. The Evolution of ‘Women in Development’ to ‘Gender and Development’ In the 1970s, research on African farmers noted that, far from being gender neutral, development was gender blind and could harm women. Out of this realization emerged the Women in Development (WID) approach, which constructed the problem of development as...
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...Women and the Industrial Revolution Harriet Robinson, who worked as a factory worker in Lowell, once wrote in her autobiography that “[mill life] lets...[society] see the women as active participants in their own lives” (Halsall 2). Nothing could be more true. Lowell, Massachusetts, a city filled with mills powered by the Merrimack River, became the country’s dream- a place where industry and economy flourished (“At the Clang”). As with Lowell, girls from New England flocked to mills and factories in search of a better life and new opportunities (“At the Clang”). Although some may claim that factory life was a negative experience and hurt the mill girls, it is clear that the Industrial Revolution impacted the lives of American workers in a positive way, for they gained more independence, stood up for their rights, and, overall, were able to become more informed by working in factories and mills...
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...It's A Girl This documentary caught my attention from the very beginning, when I heard of a woman in India killing eight of her baby girls just because she did not want a daughter, but a son. She would keep getting pregnant in hopes of having a boy. I was in disbelief to see the facial reaction she had as she told her story, without guilt or regret, just no emotion at all. She believes women have the power to give life and the power to take it away. I disagree with that statement because each and every person has a right to live life and existence no matter what gender they are. Sadly, many baby girls are either aborted before birth, killed right after birth, or abandoned. If they live past puberty they become victims of neglect and abuse. I believe this is so unjust, especially me being a mother to a healthy beautiful little girl. I could never neglect or abuse her just because she is a girl, nor would I ever allow anyone else to. But in India, it's very different, the men are in control of the woman, considered property, and forced to have a male child. If a woman did not produce boys or dowry then they would be considered useless and either abused or killed. I understand that men from India have power over their women in this way, but without women or girls how will more boys be produced? In India they believe boys bring strength, blessing, and wealth, while girls bring dowry and burden. They believe families with sons gain wealth and daughters, while families with daughters...
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...Gender Shaped by Education Gender roles and stereotypes are often reinforced in the classroom setting. Children learn these gender biases from their teachers and the materials used for learning. Some teachers have an unconscious bias toward a gender and make assumptions based on the gender's behavior and actions. Girls are expected to be polite and studious while boys are rational, unruly, and boisterous. Bias may also be social as well. Teachers may socially categorize children by race, class, and religion. For example, they may perceive African American girls to be more outspoken and louder than Caucasian girls. Teacher typically targeted boys of the Caucasian race as they asked and answered most questions (Scantlebury, 2009). Teachers may ask them more complicated questions than the girls. If they are unable to answer the question, the teacher may reword the questions or ask it in a simpler form so he can find the correct answer. With the unconscious bias of boys being smarter than girls, teachers believe boys are more capable of achieving the answer than girls. According to Sapiro (2003), the focus was on men more than women "indicating to boys and not girls that they should consider doing great things with their...
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...Legitimate Distinctions Schools were made to comply with the basic mission of our country- to give equal opportunity for boys and girls to share the common interest and equal giving of opportunity for quality education. According to the outcome report of UNESCO‐IIEP in Paris, France entitled “Gender Equality in Education: Looking beyond Parity An IIEP Evidence‐Based Policy Forum Globally”, some 39 million girls of lower secondary age are currently not enrolled in either primary or secondary education, while two‐thirds of the world’s 796 million illiterate adults are women. Only about one‐third of countries have achieved gender parity at secondary level. The evidence shows that something needs to change. Legal Basis: 1. Batas Pambansa Bilang 232 entitled “An Act Providing for the Establishment and Maintenance of an Integrated System of Education” - General Provision, Chapter 2, Section 3 Goal 2. “To ensure the maximum participation of all the people in the attainment and enjoyment of the benefits of such growth” - (statement) “Promote and safeguard the welfare and interest of the students by defining their rights and obligations, according them privileges, and encouraging the establishment of sound relationships between them and the other members of the school community” - (statement) “The State shall promote the right of every individual to relevant quality education, regardless of sex, age, creed, socio-economic status, physical and mental conditions...
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