Enabling Access to Information

Information is power. Access to and the ability to critically analyse information is integral to learning. However, women, the poor, rural and marginalised communities – including those marginalised on the basis of caste, religion, sexuality, dis/ability and gender – are largely denied these opportunities. And when information is available, the content is often not relevant or empowering, and usually problematic in terms of gender. We believe that there is a need to enable access to information and knowledge in ways that simplify and demystify information and ideas and present them with a gender and equity perspective. We also believe that the production of information and knowledge should be democratised and decentralised.

Promoting Empowering Literacy

Literacy is a right that women and socio-economically disadvantaged communities have been denied. They have the right to read and write not only to get information, but also for entertainment and engagement with a world beyond their own. We believe that the literacy and education process should connect with the lived realities of marginalised women, enabling them to take control of their lives by developing skills of critical reflection. And once they have entered the world of letters, they should have access to an environment that sustains their skills.

Engendering Learning and Education 

Education is a feminist issue. Concerns central to the feminist movement should be included in any agenda for women’s learning and education. We believe that structured teaching-learning spaces – both formal and non-formal – are vital arenas through which gender justice and equity can be promoted. Within these spaces there is a need to explore a feminist educational pedagogy, ways of enabling learning that meet women’s needs, build skills and enhance leadership capacities. This includes an engagement with issues such as identity, violence, governance and bodily integrity.