PAPER-III

WOMEN'S STUDIES
Signature and Name of Invigilator
1.
(Signature)

(Name) Roll No.


2.
(Signature) (In figures as per admission card) (Name)



J 7 4 1 1

Roll (In words)
Time 2 1/2 hours] [Maximum Marks 200
Number of Pages in this Booklet 32 Number of Questions in this Booklet 19


Instructions for the Candidates
1.
Write your roll number in the space provided on the top of this page.

2.
Answer to short answer/essay type questions are to be given in the space provided below each question or after the questions in the Test Booklet itself.


No Additional Sheets are to be used.
3. At the commencement of examination, the question booklet will be given to you. In the first 5 minutes, you are requested to open the booklet and compulsorily examine it as below
To have access to the Question Booklet, tear off the paper seal on the edge of this cover page. Do not accept a booklet without sticker-seal and do not accept an open booklet.
Tally the number of pages and number of questions in the booklet with the information printed on the cover page. Faulty booklets due to pages/questions missing or duplicate or not in serial order or any other discrepancy should be got replaced immediately by a correct booklet from the invigilator within the period of 5 minutes. Afterwards, neither the Question Booklet will be replaced nor any extra time will be given.
4.
Read instructions given inside carefully.

5.
One page is attached for Rough Work at the end of the booklet before the Evaluation Sheet.

6.
If you write your Name, Roll Number, Phone Number or put any mark on any part of the Answer Sheet, except for the space allotted for the relevant entries, which may disclose your identity, or use abusive language or employ any other unfair means, you will render yourself liable to disqualification.

7.
You have to return the test booklet to the invigilators at the end of the examination compulsorily and must not carry it with you outside the Examination Hall.

8.
Use only Blue/Black Ball point pen.

9.
Use of any calculator or log table etc., is prohibited.


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J-74-11 P.T.O.

WOMEN'S STUDIES
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PAPER III ¯ÖÏ¿-Ö¯Ö¡Ö III
Note This paper is of two hundred marks containing four sections. Candidates are required to attempt the questions contained in these sections according to the detailed instructions given therein.
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†»Ö.Ö ×¤üµÖê .ÖµÖê ×¾ÖßÖéŸÖ ×-Ö¤ìü¿ÖÖë .êú †-ÖãÃÖÖ¸ü ¤üê-ÖÖ Æîü …

SECTION I
.Ö.›ü I
Note This section consists of two essay type questions of twenty marks, each to be


answered in about five hundred words each. ×
20 40 marks)
‡ÃÖ .ÖÓ›ü ´Öë ²ÖßÃÖ­²ÖßÃÖ †Ó.úÖë .êú ¤üÖê ×-Ö²Ö-¬ÖÖŸ´Ö.ú ¯ÖÏ¿-Ö Æïü … ¯ÖŸµÏÖê.ú ¯ÖÏ¿-Ö .úÖ ˆ¢Ö¸ü »Ö.Ö³Ö.Ö ¯ÖÖÑ"Ö ÃÖÖî ¿Ö²¤üÖë ´Öë †¯Öê×.ÖŸÖ Æîü … ×
20 40 †Ó.ú)
1. Critically examine the contribution of Women's Studies to the Women's movement in India.
³ÖÖ¸üŸÖ ´Öë ´Ö×Æü»ÖÖ†Öë .êú †Ö-¤üÖê»Ö-Ö ´Öë ´Ö×Æü»ÖÖ †¬µÖµÖ-Ö .êú µÖÖ.êÖ¤üÖ-Ö .úÖ †Ö»ÖÖê"Ö-ÖÖŸ´Ö.ú ¯Ö¸üß.Ö.Ö .úßוֵÖê …
OR / †£Ö¾ÖÖ
Critically examine the role of education in the empowerment of Women.
´Ö×Æü»ÖÖ†Öë .êú ÃÖ¿ÖÛŒŸÖ.ú¸ü.Ö ´Öë ׿Ö.ÖÖ .úß ³Öæ×´Ö.úÖ .úÖ †Ö»ÖÖê"Ö-ÖÖŸ´Ö.ú ¯Ö¸üß.Ö.Ö .úßו֋ …
2. Critically examine the role of women in care economy.
¤êü.Ö³ÖÖ»Ö †£Ö¾µÔÖ¾ÖãÖÖ (.úµêÖ¸ü ‡.úÖê-ÖÖê´Öß) ´Öë ´Ö×Æü»ÖÖ†Öë .úß ³Öæ×´Ö.úÖ .úÖ †Ö»ÖÖê"Ö-ÖÖŸ´Ö.ú ¯Ö¸üß.Ö.Ö .úßו֋ …
OR / †£Ö¾ÖÖ
Have the laws and policies framed since Independence worked for a gender just society in India
ŒµÖÖ Ã¾ÖŸÖ-¡ÖŸÖÖ ¯ÖÏÖÛ¯ŸÖ .êú ²ÖÖ¤ü ÃÖê ²Ö-ÖÖµÖê .ÖµÖê .úÖ-Öæ-ÖÖë ‹¾ÖÓ -ÖßןֵÖÖë ³ÖÖ¸üŸÖ ´Öë Ø»Ö.Ö­-µÖÖµÖ¯Öæ.ÖÔ ÃÖ´ÖÖ•Ö .úÖê פüµÖÖ Æîü

SECTION II .Ö.›ü II
Note This section contains three questions of fifteen marks each, each to be answered in about three hundred words. ×
15 45 marks)
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†¯Öê×.ÖŸÖ Æîü… (3 ×
15 45 †.úÓ)
3. What is the relationship between sexuality and gender and how are they distinct from each other?
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4. Women have not suffered from lack of participation in development but by asymmetric participation in it. Discuss. '´Ö×Æü»ÖÖ†Öë ×¾Ö.úÖÃÖ ´Öë ÃÖÆü³ÖÖ×.ÖŸÖÖ .êú †³ÖÖ¾Ö .úÖ ¾Ö¸ü-Ö ×¾ÖÂÖ´Ö ÃÖÆü³ÖÖ×.ÖŸÖÖ .úÖ ÃÖÖ´Ö-ÖÖ ×.úµÖÖ Æîü ×¾Ö¾Öê"Ö-ÖÖ
.úßו֋ …

5. Critically examine Gandhi's contribution to women's emancipation.
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SECTION III
.Ö.›ü III
Note This section contains nine questions of ten marks, each to be answered in


about fifty words. × 10 90 marks)
‡ÃÖ .ÖÓ›ü ´Öë ¤üÃÖ­¤üÃÖ †Ó.úÖë .êú -ÖÖî ¯ÖÏ¿-Ö Æïü … ¯ÖÏŸµÖ.ú ¯ÖêÏ¿-Ö .úÖ ˆ¢Ö¸ü »Ö.Ö³Ö.Ö ¯Ö"ÖÖÃÖ ¿Ö²¤üÖë ´Öë
†¯Öê×.ÖŸÖ Æîü … ×
10 90 †.úÓ)
6. How effective is gender budgeting in India
³ÖÖ¸üŸÖ ´Öë •Öî.›ü¸ü ²Ö•ÖêØ™ü.Ö (Ø»Ö.ÖßµÖ ¯Ö³ÏÖÖ¾Ö¯Öæ.ÖÔ Æîü
7. On what grounds, feminists argue against biological determinism of women
ÛáֵÖÖë .úß •Öî×¾Ö.ú ×-Ö¬ÖÖÔ¸ü.ÖŸÖÖ .êú ×¾Ö¹ý¨ü -ÖÖ¸üß¾ÖÖ¤üß ×.ú-Ö †Ö¬ÖÖ¸üÖë ¯Ö¸ü ŸÖ.ú .ú¸ÔüŸÖê Æïü
8. How do Free Trade Agreements (FTAs) impact the women workers
×.úÃÖ ¯ÖÏ.úÖ¸ü ´ÖãŒŸÖ ¾µÖÖ¯ÖÖ¸ü ÃÖ´Ö—ÖÖŸîÖê ´Ö×Æü»ÖÖ .úÙ´ÖµÖÖë .úÖê ¯ÖϳÖÖ×¾ÖŸÖ .ú¸üŸÖê Æïü
9. How does cultural relativism affect women's human rights
´Ö×Æü»ÖÖ†Öë .ú ´êÖÖ-Ö¾ÖÖ׬Ö.úÖ¸üÖë .úÖê ÃÖÖÓÃ.éúןÖ.ú ÃÖÖ¯Öê.Ö¾ÖÖ¤ü ×.úÃÖ ¯ÖÏ.úÖ¸ü ¯Ö³ÏÖÖ×¾ÖŸÖ .ú¸üŸÖÖ Æüî?
10. How does social system cause disabilities for women
×.úÃÖ ¯ÖÏ.úÖ¸ü ÃÖÖ´ÖÖוÖ.ú ¾µÖ¾ÖãÖÖ‹Ñ ÛáֵÖÖë .êú ×»ÖµÖê †ÃÖ´Ö£ÖÔŸÖÖ†Öë .úÖê ¤üêŸÖß Æïü
11. In what ways 'food security' is critical to women
ÃÖã¸ü.ÖÖ (±ãú›ü ×ÃÖŒµÖã׸ü™üß) ´Ö×Æü»ÖÖ†Öë .êú ×»ÖµÖê ×.úÃÖ ¯ÖÏ.úÖ¸ü ÃÖê †ŸµÖÖ׬Ö.ú Æîü
12. Explain the diagnostic research design.
×-Ö¤üÖ-Ö.úÖ¸üß ¿ÖÖê¬Ö ×›ü•ÖÖ‡-Ö .úß ¾µÖÖ.µÖÖ .úßוֵÖê …

13. What do you understand by bio-power
•Öî¾Ö­¿ÖÛŒŸÖ (²ÖÖµÖÖê­¯ÖÖ¾Ö¸ü) ÃÖê †Ö¯Ö ŒµÖÖ ÃÖ´Ö—ÖŸÖê Æïü

14. What do you understand by transgender
™ÒüÖ-ÃÖ•Öï›ü¸ü (¯Ö¸üÖ•Öï›ü¸ü µÖÖ ¯Ö¸üÖØ»Ö.Ö) ÃÖê †Ö¯Ö ŒµÖÖ ÃÖ´Ö—ÖŸÖê Æïü

SECTION IV .Ö.›ü IV
Note This section contains five questions of five marks each based on the following passage. Each question should be answered in about thirty words. ×
5 25 marks)
‡ÃÖ .Ö›Óü ´Öë ×-Ö´-Ö×»Ö×.ÖŸÖ ¯Ö׸ü""êû¤ü ¯Ö¸ü †Ö¬ÖÖ׸üŸÖ ¯ÖÖÑ"Ö ¯ÖÏ¿-Ö Æïü … ¯ÖÏŸµÖê.ú ¯ÖÏ¿-Ö .úÖ ˆ¢Ö¸ü »Ö.Ö³Ö.Ö ŸÖßÃÖ ¿Ö²¤üÖë ´Öë †¯Öê×.ÖŸÖ Æîü … ¯ÖÏŸµÖê.ú ¯ÖÏ¿-Ö †Ó.úÖë .úÖ Æîü … ×
5 25 †Ó.ú)
If women's studies have involved challenging the gendered nature of courses and scholarship, they have also been concerned with adopting a critical stance towards teaching and learning. In part, this is associated with theorizing the relationship with education, hierarchy and power. Initially, many feminist were influenced by the writings of Paulo Freire, who was critical of what he referred to as the 'banking' model of education, whereby students are assumed to know nothing and it is the role of the teacher to deposit knowledge in them. Freire's argument was that, through this process, the teacher wielded power over students, thereby reinforcing relations of domination and subordination. Instead, he advocated the 'problem­posing' model of education in which oppression and its causes are the topics of study, with students and teachers collaborating to gain a greater understanding both of themselves and of the world. It is not difficult to see why such a form of pedagogy, which closely resonates with feminist politics, should prove attractive in women's studies. For a start, its emphasis on cooperation, dialogue and the use of experience in the classroom challenges the idea of a hierarchy of learning and the teacher as expert. It promotes the idea of education as an empowering activity, where the possibilities of personal and social changes are facilitated through listening to and respecting others, and through pooling resources. Such a form of pedagogy allows the tensions between the emotional, subjective and experiential understandings of women and the
J-74-11 26
intellectualized (so-called) objective, expertise of mainstream knowledge to be highlighted. In emphasizing such factors as supportive and egalitarian classroom relationships, the value of each individual, experience as a learning resource, together with joint projects, small group work and other non-traditional forms of discussion and assessment, it is possible to problematise the contradictory positions held by women's studies students and teachers, in relation to each other, to the academic world and to the practice of feminism.
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15. What is the 'banking' model of education
׿Ö.ÖÖ .úÖ ²ÖïØ.ú.Ö ´ÖÖò›ü»Ö Æîü

16. Discuss Freire's problem posing model of education.
±Ïêú¸êü¸êü .êú ׿Ö.ÖÖ .êú ÃÖÖ¯Öê.Ö ¯ÖÏןִÖÖ-Ö .úß ÃÖ´ÖõÖÖ .úß ×¾Ö¾Öê"Ö-ÖÖ .úßוֵÖê …
17. How can women's studies adopt a critical method in teaching and learning ×.úÃÖ ¯ÖÏ.úÖ¸ü ´Ö×Æü»ÖÖ †¬µÖµÖ-Ö †Öî¸ü ´Öë †Ö»ÖÖê"Ö-ÖÖŸ´Ö.ú ¯Ö¨ü×ŸÖ .úÖê †¯Ö-ÖÖ ÃÖ.úŸÖÖ Æîü
18. What are the ways in which education can be an empowering activity
¾Öê .úÖî-Ö ÃÖê ŸÖ¸üß.êú Æïü וÖ-Ö.êú «üÖ¸üÖ ×¿Ö.ÖÖ .úÖê ÃÖ¿ÖÛŒŸÖ.ú¸ü.Ö .úÖ ´ÖÖ¬µÖ´Ö •ÖÖ ÃÖ.êú ?
19. Discuss the pedagogical process in the classroom that resonates with feminist politics.
.ú.ÖÖ .êú †-¤ü¸ü ˆÃÖ ×¿Ö.ÖÖ¿ÖÖáÖßµÖ ¯ÖÏ×.ÎúµÖÖ .úß ×¾Ö¾Öê"Ö-ÖÖ .ú¸ëü •ÖÖê -ÖÖ¸üß¾ÖÖ¤üß ¸üÖ•Ö-Öß×ŸÖ .úÖê ¯ÖÏן֬¾Ö×-ÖŸÖ .ú¸üŸÖß ÆüÖê …
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