ABSTRACT

Indigenous women in India struggle to maintain their traditional knowledge, education and livelihoods in the face of colonization, neoliberalism and development. The paper analyzes the vocational education and skills training programmes implemented for indigenous women in India by the national government and local agencies. It considers the experiences of indigenous women from two different geographical locations and two distinct communities. The qualitative findings from the study indicate a mismatch between the requirements and desires of indigenous women and the policy objectives. By integrating self-determination into a subaltern framework, the paper suggests taking a participatory planning approach to VET for indigenous women. It brings attention to and draws practical suggestions for representation and inclusion of indigenous women in skills development.

摘要

面对殖民化、新自由主义和发展，印度的土著妇女努力维持她们的传统知识、教育和生计。本文分析了国家政府和地方机构为印度土著妇女实施的职业教育和技能培训计划。它考虑了来自两个不同地理位置和两个不同社区的土著妇女的经历。研究的定性结果表明土著妇女的要求和愿望与政策目标不匹配。通过将自决权纳入次级框架，该文件建议对土著妇女的职业教育与培训采取参与式规划方法。