Degree Name

Master of Education (Hons.)


Faculty of Education


Most women in India are restricted in their experiencing of the fundamental rights of a human life. Some of these are right to birth and life, right to health, education, self-respect, dignity and identity, right to fear-free and taboo-free marital life, decision-making and participation in social, civil and political activities. In other words, they are forced to live as second-class citizens in a modem democratic society characterised by inequalities. Their personal and social space is curtailed in a patriarchal set up diminishing their individuality and capabilities for becoming fully contributing and participating citizens. This study explores the lives of Indian women and their opportunities for accessing education with its relevance to enhance their capabilities to become full citizens in a democracy. It exposes the realities of their lives by exploring a lived experience through an autoethnographic approach. It challenges the essence and utility of the present day education system, which perpetuates the divisions and inequalities that exist. This research will employ autoethnographic methodology including dialogues and narrative presented within a specific socio-cultural context.



Unless otherwise indicated, the views expressed in this thesis are those of the author and do not necessarily represent the views of the University of Wollongong.