Sumati-Parvati

Item

Title: Sumati-Parvati
extracted text: li u 1 V V V

q

>^***®'** * ”T bVbTT

a

Sumati-Parvati
Life useful educational material for adolescents
Gender Discrimination

CEHETm
Centre for Health Education, Training and Nutrition Awareness
lilavabben Latbhai's Bungalow, Civil Camp Road, Shahibaug, Ahmedabad-380 004, Gujarat, India Gram CHETNESS

Phone : 868856-866695 Fax : 91-079-866513 and 91-079-420242

t >. ■, <>

05051

Life useful educational material for adolescents

(3)

This educational material has been prepared to impart life useful education to adolescents. This
material comprises of four flip books which are to be used along with CHETNA’s publication
- Child Birth Picture Book, available in various Indian languages. Use these flipbooks
chronologically.
How to use this flip book

•

Hold this flip book by both the hands carefully. Ensure that the illustrations face the group.
Take care that the illustrations are not hidden by your hands.

•

When the illustrations are facing the group, you will be able to see the writings relevant
to the illustrations. To attract the group’s attention make the story interesting by narrating
it with expressions.

•

When you are telling the story, kindly point out with your finger the characters and
incidents, in the illustrations. This will help the group to concentrate.

•

On the last page of this flip book, some questions have been given. Kindly initiate
discussions with the help of these questions.

Acknowledgements
We would like to thank Shree Sanjay Sarkar, Ex-Student, National Institute of Design, Ahmedabad, who contributed actively
in the development of this material.
We would also like to express our sincere thanks to the Management and Staff of Vikas Sansthan - Jambusar, Ashadeep
- Vallabh Vidhyanagar and Tribuvandas Foundation - Anand, for their support during the field testing of this material. Lastly
we are grateful to the adolescent girls and boys who provided their valuable feedback on the material.

CHETNA Team

tj 1> 4J i) 0 O b

b W

U b■

ii

U> 'i O (i (j (j G t> (j (j (y (j (j 6> b O O G fj ‘i

O O G> O

’■*• 'j> rJ ‘a '*>

t>

Gender Discrimination
Due to the Indian patriarchal society women have no control over production, reproduction, ed
ucation, information system, economic resources, women’s mobility, etc. Result of this control by
men is that women remain behind in every sphere of life especially in education and training.
It is assumed by the society that reproduction work (cooking, cleaning, washing, child care) is
women’s work, due to which her growth is hindered. The experiences/case studies have proved
that if women get equal chances/exposure as men, they are equally skilled and capable to do
any type of work, even the so-called men’s-work (or professional work) such as farming, engi
neering, architecture, tractor driving, marketing, etc.
Education is must to every child whether girl or boy. Education is also necessary for her person
ality development and to help in eradicating socio-cultural norms those are discriminating to girl/
women responsible for the secondary status. Equality of opportunities for all individuals whether
girl or boy is the only way to the balanced development of the society.
It is true that due to a woman’s sex, she gets pregnant and is responsible for lactation, but it
doesn’t mean she alone is responsible of household chores and child care. These responsibili
ties must be shared by male members of the family so girls and women get time to study and
engage themselves in the work they want to do. When girls also will progress, parents will be
equally proud to have daughters.

05051

(y>

«J

j 6 b b b b b b b b b b b b <» b b b b b 6 b b b b b b b b b 6 b 6 b b b b b b b b b b b b b b b b b '* > ’>

Sumati and Parvati grew into talented young girls. Sumati
was studying medicine and Parvati was in the higher
secondary school. Parvati went to the farm with her father
daily and discussed on the issues related to farming. Her
parents took pride in the fact that she was also as clever as
Sumati. They were happy that both their daughters are
clever and could do the work which was so called “Man’s
Work”.

Su - Pa 1

b b b b b b b b u 0 o b b C b I' b b b b b 6 b b b b b b b b b o b b b b b b b b b b b b b b b b b b b b

Parvati enjoyed playing with girls and boys of her village .
But since some time the boys did not let her play with them.
Parvati questioned them about their behaviour. They
responded, “After all you are a girl. Playing and laughing
with boys is not ladylike. You are not supposed to play with
us.” Parvati replied, “Don’t you think girls and boys should
co-operate and be friendly, and work together.” Since then,
Parvati decided that she would prove her point.

Su - Pa 2

b b b L b b b b 0 b b b b I L L b () L) b b 6 6 b b b b <> b b b b b b b b b b b 6 b b b b b b b b b <» b b h b ,

Years passed. Parvati grew up. As time passed Parvati
started taking more interest in farming. She started studying
agriculture. She used to impress the villagers with her
interest in farming and hard work. Parvati discussed the
topics of farming with the villagers. By making use of her
education she guided people about the technological
advancements in farming. Over the years many farmers
benefited from her advice.

Su - Pa 3

J

O L> ij l> <* l>

ti

t> L>‘ O G O

if (j U G U U (•Ji L»' (i> (j (j () (i (i

b b b b b b h b L () u I b </ L L b !j

b b b l> L

b b 1 £ 1? £ £ £ £ V £ b L £ i £ £ £ £ b b £ U b U b b b b b b b b <j b b b b b b b £ £ b b b b b b b b b b b b ’

Within a short time Parvati along with the villagers initiated
a co-operative, dispensary, and income generation activities
in her village. Parvati was very happy that all this had
become possible only because men and women worked
together.
Sumati worked hard at the dispensary as a doctor. Sumati
and Parvati’s parents were proud of their daughters.

After narrating the story initiate the discussion on
following questions.
• Are men cleverer and more informative than women?
• Are the girls spoiled if they are educated?
• Is farming a male profession?
Su - Pa 4

o b b i>

o b b b b b b b b' b g b b o o

b b 6 g b g g>

6 6 6

g

6

6

GuSaSfe

6 Z

6 6 6 6 6 b 6 6 6 6 6 6

Media: 5051.pdf

Position: 2810 (3 views)