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Topic:

Women's Organization and Struggle in Colonial India

Research Paper Instructions:

I have done the abstract already so I would like the paper to be build on based on that. I'm going to also provide the sources that I would like for you to use. Please don't use a lot of quotes. Below is my abstract:
Title: Women’s Organizations and Struggle in Colonial India
This paper will examine the role played by a few prominent Indian women to educate their sisters through their organizational activities in the early twentieth century. In nineteenth century India, women were subjects of serious discrimination and various oppressive practices. Education for women was regarded as unnecessary, to the point of being considered dangerous. However, as a result of concerted efforts by reform-minded Indian males, the colonial state, the Christian missionaries, and some British women, a section of Indian women began to be educated in the course of the nineteenth century. By the late nineteenth and the early twentieth century, some prominent women began to address their own issues and especially the question of women's education. Two prominent women among them were Rokeya Sakhawat, who belonged to an affluent Muslim family in Bengal, and Pandita Ramabai from Maharashtra. The progress in women's education that happened throughout the early twentieth century is quite important because the first generation of educated women wrote about their own experiences and struggle and the second generation started acting to make change in their lives.
Introduction: You will include my abstract and then explain what was education like during late nineteenth century, hardships to women education, the question of women's education, some issues that women faced.
Discuss- Pandita Ramabai
-Who she was, what was she doing for women and education during this era.
-her respective role in women's organization
(You need to use "High Caste Hindu Women" as a primary source)
Discuss- Rokeya Sakhawat
- Who was Rokeya?
-Her Respective role in women's organization
-Why was she important?
(you can use Sultana's Dream as a primary source for this)
The Emergence of Women's Organization
-What were the organizations and how did they help to shape the education for women?
-elaborate on the 3 main organization that were formed
-who benefited from the existence of these women organizations?
(Geraldine Forbes sources need to be used here)
Conclusion
Please dont use any other outside sources. I will try to upload my sources here as well.
Bibliography:
Chatterjee, Partha. "Colonialism, Nationalism, and Colonialized Women: The Contest in India." American Ethnologist 16, no. 4 (Nov. 1989): 622-633.
Forbes, Geraldine. “Education for women.” Women in Modern India, 32–64. Cambridge: Cambridge University Press, 1996.
Forbes, Geraldine. “The movement for women’s rights.” Women in Modern India, 92-120. Cambridge: Cambridge University Press, 1996.
Hasan Mahmudul. “Commemorating Rokeya Sakhawat Hossain and Contextualizing her Work in South Asian Muslim Feminism.” Asiatic, Volume 7, Number 2, December 2013, 39-59
Kosambi, Meera. “Multiple Contestations: Pandita Ramabai's Educational and Missionary Activities in Late Nineteenth-Century India and Abroad.” Women's History Review 7, no. 2 (1998): 193–208. https://doi(dot)org/10.1080/09612029800200171.
Kosambi, Meera. "Women, Emancipation and Equality: Pandita Ramabai's Contribution to Women's Cause." Economic and Political Weekly 23, no. 44 (1988): WS38-S49.
Mina S, Cowan, The Education of the Women of India (Edinburgh, Oliphant, Anderson and Ferrier, 1912), p. 113.
“Rokeya: An Introduction to Her Life.” Sultana’s Dream: A Feminist Utopia and Selections from The Secluded Ones. Ed. Roushan Jahan. New York: The Feminist Press, 1988. 37-57

Research Paper Sample Content Preview:

Women's Organization and Struggle in Colonial India
Name
Course
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Abstract
This paper will examine the role played by a few prominent Indian women to educate their sisters through their organizational activities in the early twentieth century. In nineteenth-century India, women were subjects of serious discrimination and various oppressive practices. Education for women was regarded as unnecessary, to the point of being considered dangerous. However, as a result of concerted efforts by reform-minded Indian males, the colonial state, the Christian missionaries, and some British women, a section of Indian women began to be educated in the course of the nineteenth century. By the late nineteenth and the early twentieth century, some prominent women began to address their own issues and especially the question of women's education. Two prominent women among them were Rokeya Sakhawat, who belonged to an affluent Muslim family in Bengal, and Pandita Ramabai from Maharashtra. The progress in women's education that happened throughout the early twentieth century is quite important because the first generation of educated women wrote about their own experiences and struggle, and the second generation started acting to make a change in their lives.
Women's Organization and Struggle in Colonial India
Introduction
Education in the 19th Century
Education in the 19th century in India was characterized by a focus on girls' education and missionary efforts to enhance literary levels in the country. The Hindu College was opened in 1816, and later on, the Calcutta School Society (CSS) was incepted. CSS's primary objective was to promote female literacy. The CSS's administrator, Radha Kanta Deb, became a female education patron and facilitated the opening of the Calcutta Female Juvenile Society (CFJS) in 1819. As such, the CFJS introduced Miss Mary Anne Cooke into Calcutta in 1821, but they were unable to raise funds to create more learning institutions. These schools benefited from Hindu gentlemen patronage and, as its staff comprised of brahmin experts. However, learning institutions could not attract higher socioeconomic class girls. The spiritual leadership undermined prestigious households' capacity to enroll their children in such schools, whereas learners are drawn from the economically disadvantaged populace, and predominantly Christian households were enticed into the learning institutions by the assistance of clothes as well as essential commodities.[. Geraldine Forbes, “Education for women.” Women in Modern India (Cambridge: Cambridge University Press, 1996) 32–64.]
The Church Missionary Society (CMS) emerged more prominent within South India, where it established pioneer "boarding" learning institutions for females in 1821 in Tirunelveli. As such, the Scottish Church Society claimed six learning institutions with a population of two hundred Hindu girls by 1840. By the mid-nineteenth century, the Madras-based missionaries were teaching nearly eight thousand girls, with the majority of them being Christians, within their boarding and day schools. The Hindu Balika Vidyalaya, which was established in Calcutta in 1849 by J.E Drinkwater Bethune – was one of the most outstanding s...
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