SUSTAINABLE ART DEVELOPMENT AND THE CONTEMPORARY PERSPECTIVE OF GENDER EQUALITY

Abstract [English]

In Indian society, women’s education has historically been viewed with neglect. If we consider ancient times, education was imparted in Gurukuls, and the right to receive education was reserved primarily for men (boys). There was no proper system of education for girls.

During the Buddhist period as well, women’s education continued to be overlooked. Education was provided mainly in Buddhist monasteries and viharas. Students were required to reside there, away from their homes, and serve their teachers while pursuing their studies. They were also responsible for arranging food and maintaining cleanliness. Due to such residential and rigorous systems, women were largely excluded from these institutions. Only women from affluent families could receive education at home while observing purdah, whereas women from lower social classes had no access to formal education.

Subsequently, with the advent of the Muslim period, little special attention was initially given to women’s education. During this era, education was provided in maktabs and madrasas. Young girls studied alongside boys in maktabs during the early years, but for further education, arrangements were typically made at home. Separate educational provisions existed mainly for women belonging to royal families, who received personalized instruction within palaces.

Despite restrictions, this period produced learned women such as Salima, Mumtaz, and Nur Jahan, who, even while living behind the purdah system, acquired education and left a lasting legacy in Indian history.