Talk:Coloniality of gender

Wiki Education Foundation-supported course assignment
This article is or was the subject of a Wiki Education Foundation-supported course assignment. Further details are available on the course page. Student editor(s): Kavimohammed.

Above undated message substituted from Template:Dashboard.wikiedu.org assignment by PrimeBOT (talk) 19:19, 17 January 2022 (UTC)

Wiki Education Foundation-supported course assignment
This article is or was the subject of a Wiki Education Foundation-supported course assignment. Further details are available on the course page. Student editor(s): Ilxsa.

Above undated message substituted from Template:Dashboard.wikiedu.org assignment by PrimeBOT (talk) 19:19, 17 January 2022 (UTC)

Feedback
This article discusses the concept of "colonially of gender," as coined by María Lugones. It effectively highlights the ways in which colonialism has affected Indigenous communities and analyzes how it has contributed to, and affected not only gender relations from a Western perspective (i.e Western perceptions of femininity and masculinity as discussed), but also power relations in terms of race, class and culture. However, the conversation speaks more on colonialism in terms of how it impacts "race, land and sovereignty," and less so about gender specifically. Its important to discuss the ways in which gender played a role in land and sovereignty before colonial contact and how colonialism changed gender roles/relations upon contact (i.e for Indigenous communities). Further, a specific example of a particular Indigenous nation could be given to highlight the ways in which the colonially of gender, as discussed by Maria Lugones, is seen in practice. For instance, we could discuss the colonially of gender in relation violence and oppression experienced by many Indigenous women in the South Americas. I hope this is helpful and constructive. --Kavimohammed (talk) 21:40, 10 October 2017 (UTC)


 * Hi Kavimohammed,
 * Please feel free to expand this article. It sounds to me like you have new and constructive material to contribute, so I would welcome your additions! I wrote this article a long time ago, and then diverted my energies to writing the article Environmental racism in Europe (or race and environmental issues in Europe, alternately, as the neutrality of the title is an open question), which has since turned into a thesis proposal. In any case, if you want to build on Coloniality of gender, that would be awesome! Sturgeontransformer (talk) 01:34, 11 October 2017 (UTC)


 * Hi (talk),
 * That's great! I actually think I may take on this topic for my class project. Hopefully you will have a chance to see what I add in the coming weeks and have some feedback for me as well! --Kavimohammed (talk) 21:11, 16 October 2017 (UTC)

Sounds great! Feel free to let me know when you complete your expansion. I am interested to see how this turns out!Sturgeontransformer (talk) 23:53, 16 October 2017 (UTC)

Major cuts
Hi, it seems to me that this article suffers from a great deal of synthesis: the lead mentions a particular scholar's theory that colonialism caused gender oppression, but much of the body is general material about the status of women in different countries, with no evidence that the previous poor conditions were caused by colonialism or that improvements are due to decolonialism. In the absence of sourcing that explicitly makes this connection, I'm proposing to remove large swaths of material. Cheers, gnu 57 16:25, 4 March 2019 (UTC)


 * I'd concur. I'd also add that the section on Hong Kong seems to be glossing over a lot of historical context (the shift in the role of women in public life between the Tang dynasty and the Song dynasty), glossing it into a "China wa patriarchal" mode that is only transitively true. In more recent terms, it's very shocking to have an article talking about the role of women in Chinese public life that fails to mention Sun Yat-sen and Mao Zedong at all. While neither of these revolutionaries had direct control of Hong Kong in their lifetimes, their ideas quite readily passed into HK discourse surrounding gender politics. Of course that doesn't fit a neat narrative of the British coming and fusing their ideas with "Chinese tradition", but it'd be far more accurate. Simonm223 (talk) 16:20, 5 March 2019 (UTC)

In Indonesia
Prior to the 1945 independence, the role of women only revolved around the household. To be a good woman is to be a good wife that provide support for the family. It was not until 1941 that women were allowed access to education as it would increase the possibility for Indonesia to gain independence. After the independence in 1945, the role of women in society has expanded beyond the domestic sphere and the National Women’s Congress keep in touch with women’s organizations abroad. For example, the government allowed women to be involved in activities such as police work training and other national defense related institutions, which would be considered out of the ordinary before.

A figure that started the fight for women’s right to education is Kartini. During the colonial period, she opened up the first school for native girls in Indonesia with the help of her sisters. At that time, girls do not have the opportunity to get education. Her legacy continued with the founding of Kartini School in Batavia, three years after she passed away.

In Laos
In the year 1893-1907, the French had colonized Laos along with Vietnam and Cambodia incorporating into French Cochin China. During the colonisation, the country is popular among French colonials by the interest of accommodating by Lao women or Annamite mistresses. The French did not want to live in traditional Lao way and look at Lao women as temporary wives, they expect Lao women to adapted to European style and European architectural. In addition, most women and girls are serve as servant or mistress.

Lao colonisation last for several years until the World War II, Japanese had occupy Laos. ( Japanese occupation of Laos). Since the 1957, women are formally equal in the eye of state however, gender is how the social practices are organised besides age. But in 1975 Lao women’s concerns were first formally addressed by national government. The Lao People Revolutionary Party, the new communist establishment had guarantee on equality between women and men in all fields, economic, cultural, social and political, also the neglect toward women.

In Hong Kong
Under the traditional chinese patriarchy structure, China is a male-dominated society while women had a relatively subordinate familial role which they were assumed to be taking care of housework and children. While for Hong Kong, due to the emergence of western culture during the British colonial period, westernization leads to a mix of traditional chinese thoughts and western culture and a significant different women roles in Hong Kong were found.

In the past, under the traditional chinese patriarchy structure, for those family who are not affordable to send all children to school, they are prioritising their son to attend school. However, after the British control, people realise the education system should have changed and discovered the importance of being educated. The education opportunities in Hong Kong are comparatively fair since the Hong Kong government is providing a 12-year free education including 6 years primary school and 6 year secondary school education. Parents are compulsory to send their children to school or stay-home study for special needs, thus all teenagers in Hong Kong can be well-educated.

In Japan
Through modernisation and western influence, women status and role are changed. In the past, women were very much seen as second class citizens. They had no rights or possessions and were subservient to their husbands. Women are expected to marry, produce heirs, and take care of the household. Marriage was often arranged and it is a contract between families. However, after western influence, women are making strides toward equality in Japan. Equality benefits men as much as it does women for example becoming more acceptable to want a career.

In the past, during the early stage of building modern education system, educational opportunities for girls were considerably disadvantaged. The attendance rate of girls were particularly low in the compulsory elementary school. Limited opportunities for girls to access secondary school was provided while higher education for women was not even supposed. Japanese government has developed policies and efforts for promoting education for girls and young females and encourage them to study with males. Conditions for women’s education have been gradually improved. As a result, in elementary education, gender gap in schooling was dissolved until the first decade of the 20th century. There is no gender gap in the opportunity for education in Japan recently, difference of enrollment ratios between male and female students in the upper secondary education and higher education levels is scarcely present. Enrollment of female students in the secondary vocational schools had been increasing gradually.