GEN&SEX 50B Study Guide - Final Guide: Intersectionality, Essentialism
20 Jun 2018
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Essay Prompt #2:
2. What is the relationship between literacy, gender and power? Why has literacy been a goal of
intersectional feminist movements? What are its limitations?
There is a direct relationship between literacy, gender and power that puts women at the forefront.
Being able to read is associated with masculinity, class and status so as a result, illiteracy is utilized as a
mode of control over women and puts men in a position of power. Literacy has been a goal of
intersectional feminism because the issue affects women differently everywhere. Adopting an
“essentialist” point of view towards the topic of literacy is faulty because it doesn’t take into account
factors like race and culture. For example, even within the United States, women with low socio-
economic backgrounds don’t have access to the resources to become literate. This issue of illiteracy is
similar to that of Rassundari Devi, author of “The Sixth Composition” but can’t be grouped as the same
experience, as Devi’s experience is the result of predominantly cultural differences. For Devi, the
household was a place of isolation and ignorance. Throughout her account, she details how afraid she
was of being shamed if anyone found out her inclination towards wanting to learn to read. Those kinds
of situations are the result of deeply embedded cultural ideologies, in which the roles of women and
men differed greatly. Women had strict boundaries within only the private sector while men could move
freely in both the private and public sphere. Eventually, Devi stole a page from her husband’s book and
learned how to read, an act that can be seen as rebellion against the patriarchy.
There are limitations to literacy, which are exemplified in a piece by Pat Dean’s “Literacy-
Liberation or Lip Service?” and it’s rebuttal: “Literacy- No Panacea for Women’s Problems” by M.S.
Mlahleki. Pat Dean speaks about the importance of literacy for women using Zimbabwe as a back drop.
She states that the reason why there is such a high rate of illiteracy for women is because of cultural
values; parents don’t view the education of their daughters as important as the education of their sons.
There are higher dropout rates in primary school for girls than boys which shows a lack of support at
home. In addition, even if girls become literate through primary school, if they don’t practice and utilize
these skills, they lose them. Dean also states that literacy improves the overall quality of life for women
by alleviating poor self-image, and lack of social status. In addition, improve family healthy conditions
and limited income earning capabilities. Dean basically touts literacy as a “cure all” for a great majority
of issues in their lives. This ideology is contested by Mlahleki, who points out that literacy is not value-
neutral. She starts by stating that being literate does not mean being educated. An education system
that promotes literacy causes young people to move away to urban areas with the idea that their
literacy skill will be put to use, in reality, they abandon important agricultural duties and rush to already
full job markets.
In addition, all literacy programs are designed to develop a certain kind of person based on the
social environment. For example, in a capitalist society, literacy programs are designed to develop
capitalist values. Furthermore, being literate does not automatically bring about decision making skills.
In essence, it is much more than illiteracy that prevents women from improving their self-image.
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Document Summary
There is a direct relationship between literacy, gender and power that puts women at the forefront. Being able to read is associated with masculinity, class and status so as a result, illiteracy is utilized as a mode of control over women and puts men in a position of power. Literacy has been a goal of intersectional feminism because the issue affects women differently everywhere. Essentialist point of view towards the topic of literacy is faulty because it doesn"t take into account factors like race and culture. For example, even within the united states, women with low socio- economic backgrounds don"t have access to the resources to become literate. This issue of illiteracy is similar to that of rassundari devi, author of the sixth composition but can"t be grouped as the same experience, as devi"s experience is the result of predominantly cultural differences. For devi, the household was a place of isolation and ignorance.
