Kerala Charithram By A Sreedhara Menon Pdf 316 ‘LINK’

November 21, 2022

Kerala Charithram By A Sreedhara Menon Pdf 316 ‘LINK’

Kerala Charithram By A Sreedhara Menon Pdf 316

kannada studies, mysore university, 1979 6. bauman richard verbal art as performance (illinois, wakeland press, 1977) 7. turner, victor the ritual process (new york; council university press, 1976) 8. levi-strauss, claude structural antropology (new york; basic books, 1963) 9. dorson richard m. folklore and folk life ( chicago; university of chicago press, 1972) fls2 c06 current trends in folklore (4 credits) unit i: folklore and folklorism unit ii: applied folklore unit iii: folklore and identity unit iv: folklore and sustainable development unit v : kerala folklore in the changing world. reading list 1. watson c w multiculturalism (new delhi; viva books pvt ltd,2002) 2. deb mapping multiculturalism (jaipur and new delhi, rawat publications,2002) 3. c laksmana and jugendrasahai (ed) globalisation devolopment and culture (jaipur and new delhi, rawat publications,2012) 4. adorno theodor w the culture industry (london and newyork; routledge,2002) 5. sharma k k tourism and culture (new delhi, sarup and sons, 1999) 6. story jhon cultural studies and the study of popular culture (edinburgh; edinburgh university press,2003) 7. dhar premnath heritage, culture and natural sites tourism ( new delhi; kanishka publishers distributers, 2010)

ascertaining the folk concepts of marital separation and widowhood. researches carried out in the villages of kannur, kasargod, kottayam and thiruvalla districts of kerala. (journal of family welfare and development, vol.2, pp.109-114, 2002) a.k.achuthan nair, sreedhara menon, c.p.s.

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832 that girls over five years of age are not prepared for entry into higher education, and not included in elementary classes. Girls were indeed, wholly excluded from school level. This early exclusion of girls from the educational institutions was caused by, not necessarily a failure of individual initiative, but rather a failure of the educational system at the school level and for that reason, largely an issue of political, economic and social relations. Various elements of the traditional society contributed to the marginalization of girls. (a) The girl child was considered to be damaged by midline primogeniture, which was the norm of inheritance in the traditional Kerala society. The education of girls was considered a wasted asset.
822 Most children in rural areas were girls. This justified to keep the girl child in homes where other work was available. In the society of the traditional Kerala, the outlook of a girl was different from that of boys. In some parts of Kerala, in the southern and western districts, the family extended the use of mother’s womb to child bearing as well, and thus, a girl child was simply used as ‘a foetus factory’ by her family members.
823 (b) Anthropological studies indicated that the girls of traditional Kerala society were considered to be more of marriageable age than the boys. If a girl had reached marriageable age before attaining puberty, she would stay at home rather than join the education system. (c) The social status of the girl required that, she be married before attaining puberty. In Kerala, since the Hindu marriage system practice and Brahmanical rule in general were quite rigid, the girl marriage was also rigid in Kerala society.
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