Exploring the role of flexible education in supporting individual narratives of self-fulfilment for Women in Chennai India

Abstract

The objective of this research is to gain an insight into how women pursuing flexible education programs – namely distance education and needs-based education frame their narratives of self-fulfilment and to analyse the perceived efficacy of flexible education programs in supporting the roles, aspirations, and capacities of women. The education of women in India focussed on individualistic success, resulting in the marginalisation of individual identities, beliefs, and notions of fulfilment. Western ideals of fulfilment focus on the individual, while eastern ideals focussed on the collective. The paper focusses on education institutions established during the colonial period which persist today and analyses the impact of the nationalist movement in India in embedding gender regulation in the higher educational institutions. In contrast to conventional educational institutions established during the colonial period, the paper explores the development of flexible education since 1962, and its impact on the education of women in India. This research explores the role of individualistic and collectivist aspects to fulfilment and the role of flexible education in supporting the same.

Using Narrative Inquiry, this research acknowledges the diversity of lived experiences and moves away from a homogenous collective representation of ‘women.' Further, education systems often legitimised certain aspirations and values over others and acted as instruments for gender regulation. Flexible education programs on the other hand are said to be learner centred. This study explores the extent to which flexible education programs supported individual learners, particularly women, with respect to their idea of self-fulfilment. Women who are currently pursuing or have pursued flexible education programs in Chennai, participated in semi-structured interviews using narrative methodology.