Far and beyond the world of education and global social justice lays the unknown mysterious world of Eunuchs who are better known as Hijras in India. The reality of their existence is still a secret and their omnipresence in the Indian society is unavoidable. They have always remained an integral part of the Indian society from ancient time. But unfortunately their present state of existence has been reduced to abject poverty, illiteracy, hatred and mockery. Strangely when the whole world is immersed in the rights and laws for gays and other homosexuals; the Hijras are still living in the shadow of rejection from every basic right to equality and education. They have only become the topic for exploration and research for their strange appearances. The world at large has forgotten that they are also human beings and have equal rights like everybody. The negative attitude of the people and their segregation from the society has left them with no opportunity. The Indian government has only given them the right to vote but they face a bleak future without any access to education.
Table of Contents
1. INTRODUCTION
2. DEFINING HIJRAS
3. EDUCATIONAL AND SOCIAL INJUSTICE AGAINST THE HIJRAS
4. SOCIAL EXCLUSION OF HIJRAS
5. RECOMMENDATION
6. CONCLUSION
Objectives and Topics
This work examines the systemic exclusion of the Hijra community in India from the educational system and broader society, exploring the intersection of gender identity, poverty, and human rights. It seeks to analyze how traditional cultural beliefs and lack of legal recognition perpetuate the marginalization of this group, while proposing policy-based solutions for their integration and empowerment.
- The socio-cultural definition and history of Hijras in India.
- Educational disparities and barriers faced by Hijra children.
- The impact of social stigma and gender identity crisis on civil rights.
- Theoretical frameworks of global justice and social exclusion in the Indian context.
- Recommendations for legal reform, inclusive education, and vocational integration.
Excerpt from the Book
DEFINING HIJRAS
To many the world of Hijras is unknown. Hijras are the omnipresent group of people roaming in the crowded markets and busy roads of India. They are found in huge numbers in big cities like Mumbai, Kolkata and Delhi. Their destiny is determined by their appearances. They put on cheap make-up and wear colourful sari with badly fitting blouses. It is a bizarre caricature of womanhood. They clap their hands loudly, pushing around people and begging for money in hoarse male voice. Some of them work as prostitutes and pimps garishly dressed and standing in dark lanes and streets. They walk like women and their behaviour is more feminine rather than the masculine. Their mannerism doesn’t fully indicate either sex in its totality. Their outlandish behaviour makes them prominent sights for common man on the road. They sing and dance openly and collectively collect money from people by cajoling or forcing. People fear them because of their unnatural ways of touching; stroking and even threatening to show their genitals (Sharda., N.D).
Many theories about the origination of the Hijras have been brought forward by various researchers. Prominent among them was perhaps the statements made by the Hijras themselves claiming to be biologically and by nature deformed rather than being castrated or emasculated (Sharma, 2009). According to Nanda (1990) the word Hijra itself indicates a physical defectiveness and impairment in the male sexual function. It is considered to be a male genitalia irregularity. This definition is the central theory of emasculated and inter-sexed person whose genitals are ambiguous like a male but after discovery would be assigned with linguistic of being a Hijra. She further elaborates that some of them get emasculated by removing all the parts of the genital. They are “normal male and physically hale and hearty”.
Chapter Summary
INTRODUCTION: Provides a foundational overview of gender identity debates and the historical context of sexuality, highlighting the academic and social neglect of the third sex.
DEFINING HIJRAS: Explores the cultural, physical, and sociological characteristics of Hijras, addressing the various theories regarding their origins and self-identification.
EDUCATIONAL AND SOCIAL INJUSTICE AGAINST THE HIJRAS: Details the systemic barriers within the Indian education system and social structure that contribute to the illiteracy and marginalization of Hijra children.
SOCIAL EXCLUSION OF HIJRAS: Analyzes the mechanisms of social and political exclusion using theoretical frameworks of justice to explain the denial of basic human rights.
RECOMMENDATION: Proposes actionable policies for the Indian government, including legal protection against abandonment, specialized education, and vocational integration.
CONCLUSION: Summarizes the precarious reality of Hijras, emphasizing that despite global progress in minority rights, this community remains largely invisible and disenfranchised.
Keywords
Hijras, Third Gender, India, Social Exclusion, Education Inequality, Gender Identity, Human Rights, Marginalization, Social Justice, Cultural Stigma, Eunuchs, Discrimination, Civil Rights, Vocational Training, Policy Reform
Frequently Asked Questions
What is the primary focus of this research paper?
The paper focuses on the educational and social challenges faced by the Hijra community in India, investigating why they are largely excluded from mainstream society and education.
What are the core themes addressed in the text?
The core themes include the socio-cultural definition of the Hijras, the impact of gender identity crises, educational barriers, systemic poverty, and the necessity for global justice and policy intervention.
What is the central research question?
The research explores how the intersection of traditional cultural stigma, lack of legal recognition, and educational exclusion prevents Hijras from achieving equal rights and social integration in modern India.
Which methodology is utilized?
The work employs a qualitative analysis of existing literature, sociological studies, legal documents, and theories of global social justice to contextualize the status of the Hijra community.
What topics are covered in the main body?
The main body covers the definition of the Hijra identity, the history of their social status, the specific causes of their exclusion from schools, the theoretical concepts of social justice by scholars like Nussbaum and Sen, and proposed recommendations for reform.
Which keywords best characterize this work?
Key terms include Hijras, Social Exclusion, Education Inequality, Gender Identity, Third Gender, and Human Rights.
How does the Indian legal system currently treat the Hijra community?
The text notes that the legal system predominantly recognizes only two sexes, creating a vacuum in protection for the third gender and often leaving them without legal recourse for discrimination.
What specific solutions are suggested for Hijra children?
The author recommends the strict implementation of laws against child abandonment, the provision of financial aid to families, the establishment of government-monitored orphanages, and the inclusion of sex education in school curricula.
- Arbeit zitieren
- Alpona Halder (Autor:in), 2013, Education Inequality and Global Justice for the Third Gender. Hijras in India, München, GRIN Verlag, https://www.hausarbeiten.de/document/295334
