Thank you so much for the present! =)
Miss Leong
Introduction
For many decades, the pressing issue of gender inequality remains as a global concern which advocates actions to be taken to alter the historical legacy of injustice against women. Women had suffered from the deeply entrenched traditional roles, status, attitudes and values inflicted on them by the society. Socially constructed roles of women thwart, deny and rob them from receiving equal respect, recognition and affirmation as the men. This violation of women’s right and relentless inequalities have incited this thirst for recognition of the women and this can be seen from the many efforts made to achieve the empowerment of women and gender equality. The quest for gender equality unites women from all over the world to resist passive victimisation. Women aim to change the nature of men-women relationship that has been shaped by historical, social, political, cultural and economic legacies. The defence materialises as women’s organisations to cooperate, provide support and help to the victims.
Despite all attempts to secure equal opportunities and standing in the society, women continued to face persistent discrimination, often depriving them of legal protection. Discrimination may manifest in various forms such as violence, slavery, abuse and exploitation. In the process of globalisation, it is appalling to discover how historically bestowed relative worth of male and female play a part in the deprivation of the human rights women deserve. It is therefore crucial to promote awareness of the sufferings of the subordinate group – women in today’s society.
Just because you don’t see it, doesn’t mean it’s not happening!
This paper is motivated by “a documentary from BBC "Our World" on the issue of Women’s Rights in Chechnya and an increase in socially sanctioned abuse of rights regarding forced marriage and "kidnapping"” featured on 8th August 2009. The enormity of the phenomenon of women's adversity was demonstrated through the bride kidnapping cases happening in
In the sought for independence from
Bride Kidnapping
“Bride kidnapping, also known as marriage by abduction or marriage by capture, is a practice throughout history and around the world in which a man abducts the woman he wishes to marry.” The focus here will be on the bride kidnapping of non-consensual marriages. This social phenomenon of Caucasian tradition has become a perturbing trend despite of the ancient roots attached to it. Young women, usually below 25, are the targeted victims whereby they are typically forcefully snatched by a group of men led by the groom. The relationship between the abducted bride and the groom ranges from lovers (the girl rejected the guy’s proposal of marriage) to strangers (love at first sight). Such prevalence of bride kidnapping are reflected in folk songs to comedy films such as Kidnapping, Caucasian Style acting as a social commentary.
The Legacies
This paper aims to offer insight to how the existence of this tradition, bride kidnapping, reflects on the discrimination, social stratification, marginalisation and violation of women’s rights in Chechnya through the analysis of cultural, social, political and historical legacies.
The Cultural Legacy
The status and traditional role of women under the influence of Islamic law somehow endorses in the oppression of women’s rights. The men assume a dominant role in executing the act of bride kidnapping and the victims are often compelled to accept the marriage through physically and psychologically coercion. Physical abuse such as beating or rape is used when the victims resist and refuse to conform to the matrimony.
Cultural traditions such as honour killing reinforce acceptance of the non-consensual bride kidnapping indirectly. The oppression of women’s right in Islam can be seen in the practice and handling of honour killings. Honour killings are frequently viewed as a private family issue to be conducted on women exclusively as means to restore the family’s honour when the women commit a sin which acts against the moral law code. Therefore, when women become victims of rape, they suffered from a great deal of injustice by being blamed for sexual immorality. The victims are pushed to the brink, left with no other choice, but to consent to the marriage. Such horrendous actions are vindicated with the Islamic gender apartheid which advocates such attitudes and behaviours.
In
The Social Legacy
Gender stratification is one of the forms of social stratification. In
The roles and identities of men and women are bestowed upon them by the society. Basically, it is dialogically constructed by interacting with the ‘significant others’called by George Herbert Mead. This socially constructed identity is “shaped by recognition or its absence, often by the misrecognition of others” which in this case, women is being imprisoned in a form of oppression.
The Political Legacy
Despite the claims of loving, respecting women of
The misogynist threats against women can be seen in the response of honour killings of women in
While the country defended bride kidnapping as a tradition that one cannot criticize, it is demanding for the Politics of Recognition and Differences as mentioned by
The Historical Legacy
The wars have triggered and act as a catalyst for the drastic decline of the status of women in
Is war to be blamed for everything? During wars, both genders sacrifice and fought for the country in different ways. The women are often the victims of rape, used as sexual exploitation in army brothels and took care of the family when the men. The degree of contribution and sacrifice is often misrecognised by the society.
Conclusion
According to Allport, “a fully developed personality is one that can handle its suffering without inflicting suffering in return.” This paper challenges the legitimacy of claims of non-consensual bride kidnapping and attempts to understand the social significance and its impact on women's rights as discussed from above. The gravity of the situation in
Who is left to defend for the rights of the
The child arrives like a mystery box...
with puzzle pieces inside
some of the pieces are broken or missing...
and others just seem to hide
But the HEART of a teacher can sort them out...
and help the child to see
the potential for greatness he has within...
a picture of what he can be
Her goal isn't just to teach knowledge...
by filling the box with more parts
it's putting the pieces together...
and creating a work of art
The process is painfully slow at times...
some need more help than others
each child is a work in progress...
with assorted shapes and colors
First she creates a classroom...
where the child can feel safe in school
where he never feels threatened or afraid to try...
and kindness is always the rule
She knows that a child
can achieve much more
when he feels secure inside
when he's valued and loved...
and believes in himself
...and he has a sense of pride
She models and teaches good character...
and respect for one another
how to focus on strengths...not weaknesses
and how to encourage each other
She gives the child the freedom he needs...
to make choices on his own
so he learns to become more responsible...
and is able to stand alone
He's taught to be strong and think for himself...
as his soul and spirit heal
and the puzzle that's taking shape inside...
has a much more positive feel
The child discovers the joy that comes...
from learning something new...
and his vision grows as he begins
to see all the things that he can do
A picture is formed as more pieces fit...
an image of the child within
with greater strength and confidence...
and a belief that he can win!
All because a hero was there...
in the HEART of a teacher who cared
enabling the child to become much more...
than he ever imagined...or dared
A teacher with a HEART for her children...
knows what teaching is all about
she may not have all the answers...
but on this...she has no doubt
When asked which subjects she loved to teach,
she answered this way and smiled...
"It's not the subjects that matter...
It's all about teaching the CHILD."
by Paula Fox