Organizer: Prof Savita Kaushal, Jamia Millia Islamia India
Thursday 7.11 Session 1 & Session 2, Room: Linna K110
Migration, as a dynamic force shaping societies worldwide, intersects profoundly with the realms of gender, education, and human rights. The theme,” Intersections of Rights: Gender, Education, and Migration” seeks to navigate the intricate web of these intersections, illuminating often overlooked dimensions while championing inclusive and equitable solutions.
- Intersectionality of religious freedom in Finnish education for adult migrants
Miitta Järvinen, University of Turku
After receiving a residence permit in Finland, education is among the first institutions that migrants will attend in case they are unemployed. Finnish education for adult migrants varies from literacy and basic education to language and competency training for skilled professionals. These institutions participate in the “social integration” of migrants, and within them, according to a 2012 core curriculum, “[–] all migrants receive information about their rights and responsibilities in Finnish society and its world of work [–].” As per legislation, educators have responsibility to promote the equity and equality of their students, as well as support the possibilities to maintain their own language and culture. In this presentation, the outlook on rights is religious freedom as a civil right. I will examine how (migrants’) religious freedom intersects the social categories of gender, race, and labour market position. With the interview excerpts, I will illustrate how these intersections manifest in the educators’ accounts of their encounters with their students. I will focus on the following themes:
1) the educator’s account of religious freedom.
2) prioritizing religion/other aspects of life
3) racialization and gendering of religion.
The presentation is based on the analysis of the interviews with educators who work in integration training, basic education for adults, and liberal adult education, and their understanding of diversity. In my doctoral research, the intersectional approach entails that the perceptions of social categories that constitute diversity reflect the actor’s (i.e., educators’) positions within power hierarchies.
2. Does Husband Migration Significantly Influence the Inequalities and Access to Maternal Health Care Services in Rural Koch Bihar, West Bengal?
Moslem Hossain, Central University of Karnataka
Background: Women’s healthcare is crucial for their well-being and significantly impacts gender equality, human rights, sustainable development, economic productivity, social justice, and equity. This study examines the disparities in maternal healthcare utilization between women with migrant husbands and those with resident husbands in rural Koch Bihar, West Bengal. Method: Our research was conducted from October 2022 to February 2023 in rural Koch Bihar, West Bengal, using a mixed-methods approach that included surveys, interviews, and focus group discussions with left-behind women. The study involved 384 women aged 15-49 who had given birth to a live baby within the past five years, divided equally between those with migrant husbands and those with resident husbands. We analyzed the data to investigate the relationship between women’s healthcare decision-making power and access to comprehensive maternal healthcare services. Results: Bivariate analysis revealed that women with migrant husbands had significantly greater healthcare decision-making power than those with non-migrant husbands. Multivariate analysis indicated that women with migrant husbands who make healthcare decisions independently are more likely to access comprehensive maternal healthcare services compared to those who make decisions jointly with their husbands (AOR=0.213; 95% CI: 0.077-0.584), decisions made solely by the husband (AOR=0.156; 95% CI: 0.044-0.547), or decisions made by in-laws or others (AOR=0.303; 95% CI: 0.092-0.995). Conversely, women with non-migrant husbands were more likely to access comprehensive maternal care services when making healthcare decisions jointly with their husbands compared to making decisions alone (AOR=2.098; 95% CI: 0.748-5.883). Additionally, factors such as women’s employment status, husband’s education, wealth quintile, and social group influenced access to comprehensive healthcare services. Conclusion: The study suggests that husband migration poses a risk for unhealthy behaviors among women in rural Koch Bihar. These insights should inform policymakers and healthcare providers in creating targeted interventions to meet the specific needs of left-behind mothers.
- Menstrual Hygiene and Gender Equity in the Context of Migration: A Study of Schools in Najafgarh, New Delhi
Surabhi Chawla, University of Delhi
This study explores the intersection of menstrual hygiene management (MHM), gender equity, and migration within schools in Najafgarh, Delhi. In the context of rapid urbanization and increasing migration, schools in semi-urban areas like Najafgarh face unique challenges in addressing the menstrual hygiene needs of adolescent girls. The research examines how migration influences the availability and effectiveness of menstrual hygiene resources and education in schools, and how this impacts gender equity in educational settings. Through a mixed-methods approach, including surveys, interviews, and focus group discussions with students, teachers, and parents, the study reveals gaps in MHM facilities and education, exacerbated by the diverse backgrounds of migrant families. The findings highlight the urgent need for targeted interventions to improve menstrual hygiene management in schools, promoting a more equitable educational environment for all students. The study also discusses the broader implications for policy and practice in addressing menstrual hygiene within the framework of gender equality and the rights of migrant communities.
- Early Childhood Care and Education (ECCE) and Migration in India: Challenges and Opportunities
Savita Kaushal, Jamia Millia Islamia India
Migration within India, both rural-to-urban and inter-state, significantly impacts access to Early Childhood Care and Education (ECCE) for millions of young children. Migrant families, driven by economic hardship or seasonal labour demands, often face barriers in accessing quality ECCE services. This paper explores how internal migration in India affects children’s early educational experiences, focusing on the challenges faced by migrant children, including language barriers, frequent relocations, social exclusion, and limited access to Anganwadi’s and pre-primary schools. In India, the Right to Education (RTE) Act does not cover children under six, leaving the ECCE sector vulnerable to inequities, particularly for migrant communities. Many migrant children miss out on the critical early years of education, which impacts their cognitive, emotional, and social development. This paper highlights the urgent need for inclusive ECCE policies that are responsive to the unique needs of migrant children in India. Emphasis is placed on the role of the Integrated Child Development Services (ICDS) scheme and Anganwadi’s in reaching these children, as well as the importance of culturally sensitive, multilingual education to accommodate diverse migrant populations. Drawing from successful case studies in India, the paper discusses community-based interventions and mobile ECCE units designed to provide education to children of seasonal migrants. It also advocates for improved data collection on migrant children, flexible ECCE models, and policy interventions that ensure continuity in education for this vulnerable population. The conclusion calls for a more robust national strategy that integrates ECCE within migration policies, ensuring equitable early learning opportunities for all children, regardless of their mobility or socio-economic status.
- Challenging Gender Norms: Gender and Educational Equity in India
Manish Arora, Ahvaan Trust
Rationale: This study addresses gender disparities in India’s educational system and societal norms’ impact on educational experiences, particularly in roles like pre-primary teaching dominated by females. It quantifies disparities in literacy rates, school enrolment, and workforce participation, highlighting challenges for females.
Objectives:
– To Evaluate Gender Disparities in Education, focusing on literacy rates, school enrolment, and workforce representation.
– To Examine the Influence of Gender Stereotypes by investigating how societal roles and cultural norms perpetuate gender stereotypes in the education system
– To Analyse Strategies for Gender Equity through policy reform, curriculum development, and capacity-building.
Introduction: The intersection of gender and education involves the roles, behaviors, and
expectations society assigns based on perceived sex, affecting both access to and quality of
education. This abstract explores the multi-dimensional concept of gender and its influence
on the educational experiences of students and educators. Social roles and cultural norms
perpetuate gender stereotypes, leading to unequal participation and representation in education. For instance, teaching at the pre-primary level is often seen as a feminine profession, resulting in a predominance of female teachers and a lack of diverse perspectives. In India, these gender disparities extend to educational attainment and workforce participation. In 2019, literacy rates were 82% for males and 65% for females, while school enrolment rates were 83% for males and 74% for females. Additionally, workforce participation in 2020 was 76% for males and 24% for females. Limited training in gender responsive pedagogy for educators exacerbates these inequalities, hindering their ability to address and reduce gender biases in the classroom.
Intervention: The Ahvaan Trust in Chhattisgarh has adopted a strategy to challenge traditional gender roles by involving male educators in early childhood education in collaboration with the state government. This approach demonstrates the potential for inclusive practices to transform educational landscapes. The success of such initiatives highlights the need for ongoing efforts in gender awareness, curriculum development, capacity building of state authorities, and policy reform to achieve gender equity in education. Addressing these challenges is crucial for fostering an inclusive, diverse, and equitable educational environment that benefits all students and educators.
6. Challenges and Prospects of Urban Refugees in Accessing Higher Education in Kampala, Uganda.
Ricardo John Munyegera, McGill University
Refugees are people being forced to migrate across borders. In recent years, there has been an influx of refugees across countries. This is due to different reasons. Some of the reasons are increased political instabilities, natural disasters, terrorism and among others. Notably, Africa produces one of the biggest numbers of refugees and asylum seekers. In fact, this is followed by a high number of Internally Displaced Peoples (IDPs). Sub-Saharan Africa produces a bigger number of refugees and Uganda hosts the biggest number. Uganda is praised for having one of the most progressive, inclusive, and compassionate of the world’s laws and policies for refugee support, management, and protection. Currently, Uganda hosts approximately, 1.6 million refugees arriving from South Sudan, the Democratic Republic of Congo, Somalia, Sudan, and others. Around 4% of these are urban refugees living in Kampala according to the United Nations High Commission for Refugees (UNHCR) reports. Refugee education is enshrined in refugee policies that have been drafted over the years. Many of these are jump-started under the prominent refugee integration and self-reliance policies that have had a progressive implementation in Uganda. This paper presents the challenges, opportunities, and solutions to urban refugees in accessing higher education in Uganda. It is worth noting that urban refugee access to higher education is constrained and under-researched in Uganda and Sub-Saharan Africa in general. This study explores the challenges and prospects of urban refugee access to higher education. It targets government, policymakers, and educational planners, stakeholders such as NGOs, scholars, etc. It examines the available opportunities for urban refugees to access higher education; and the challenges; and suggests solutions to address the challenges faced. In answering the above questions, the researchers employ qualitative and exploratory research methods. Finally, recommendations for further research will also be given in a nutshell to explore and understand refugee education in not only Uganda but also Africa and the global south.
- Cultural Diversity Among Finland’s Early Childhood Educators – Implications for Professional and Organizational Development
Qiqi Suutari, University of Oulu
While intersectionality-informed research conducted under the themes of diversity and equity in education often addresses educators’ pedagogical practices in relation to beneficiaries of education (Mikander & Mansikka, 2023; Kurian & Rajala, 2023; Valkonen & Furu, 2023; Van Houten, 2014; Sun, 2014; Xenofontos et al., 2024; Lang et al., 2024), such intersections also influence how one positions themself as an educator (Ennser-Kananen, J. & Ruohotie-Lyhty, M., 2023), understandings of antiracism and respective practices in an institutional setting (Loukola, 2023), and how conceptualizations of diversity and belonging intertwine between personal and professional lives of educators (Juutinen & Kess, 2019). As a female predominated sector (Tilastokeskus, 2023) with over 30% of staff turnover rate in the past few years (Osaamistarvekompassi, 2024) and concern among professionals over the sector’s economic equity (Hjelt, 2023), Finland’s early childhood education and care (ECEC) offers fruitful ground for exploring how aspects of cultural diversity, such as gender, ethnicity, and socioeconomic background (Juutinen & Kess, 2019) intersect to affect collegial interactions and professional development. Building on Axel Honneth’s theory of recognition (2012) and Nancy Fraser’s notion of gender as a two-dimensional linkage between recognition and redistributive justice (2003), this study invites practitioners-on-parental leave to reflect on the connection between motherhood and ECEC (Ailwood, 2008), personal migration experiences, and other personally meaningful intersections in cultural diversity which have allowed them to refine their abilities to develop practices in professional communities to support recognition and redistributive justice.
- Intersecting Inequalities: Gender, Education, Migration, and the Financialization of Capitalism
Nimish Jhingan, ASU
This paper explores the crosscutting intersections of gender, education, migration, and the financial markets, examining how capitalist structures privatize profits while socializing risks, disproportionately affecting migrant women. It analyses the financialization of education and its impact on marginalized groups, particularly women from migrant communities, who face increasing barriers to educational access in privatized systems. The paper also investigates the role of migrant women in global labor markets, highlighting their vulnerability in underpaid sectors and the exploitation of their labor to fuel corporate profits. Furthermore, it addresses how financial markets and economic shocks, such as global crises, exacerbate inequalities by shifting the social and economic costs onto migrant populations while protecting private capital. By linking financial markets with gender-sensitive policies and the commodification of education, the paper emphasizes the need for government intervention to mitigate the negative impacts of privatization and promote equitable access to education for migrant women. Through an analysis of remittances, microfinance, and the role of public-private partnerships, the study advocates for systemic reforms that ensure financial inclusion and social protections for women navigating migration, education, and labour. This study contributes to a deeper understanding of how gendered and migratory experiences interact with global finance, calling for an integrative approach to economic policy that prioritizes human development alongside market growth.