Research Article
Gender Inclusion and Institutional Practices in Indian Educational Spaces: A Sociological Analysis
Issue:
Volume 12, Issue 3, September 2026
Pages:
65-71
Received:
14 February 2026
Accepted:
26 February 2026
Published:
24 July 2026
DOI:
10.11648/j.ajasr.20261203.11
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Abstract: The inclusion of gender in education has become a central issue in academic and policy debates, particularly within those societies afflicted by profoundly entrenched structures of inequality. Educational institutions in India are constructed as key sites where the cause of social justice and gender equity get furthered, but at the same time continue to perpetuate hierarchies between genders through formal institutional structures, informal norms, and everyday practices. This article explores the construction of gender inclusion in Indian educational contexts by applying a sociological and policy perspective to both institutional practices as well as governance structures that frame access, participation and learning outcome for various genders. Drawing on feminist theory, sociology of education, and an extensive review of secondary literature and policy documents, the study analyses both progress and persistent gaps in achieving gender-equitable education. The paper argues that while policy interventions have significantly expanded access for girls and women, substantive gender inclusion requires deeper institutional transformation, gender-sensitive pedagogies, and sustained policy commitment. The study concludes by emphasizing the need for gender-transformative educational policies and inclusive institutional cultures to ensure education functions as a genuine instrument of social change.
Abstract: The inclusion of gender in education has become a central issue in academic and policy debates, particularly within those societies afflicted by profoundly entrenched structures of inequality. Educational institutions in India are constructed as key sites where the cause of social justice and gender equity get furthered, but at the same time contin...
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Research Article
Mediating Learners’ Understanding of Geometrical Concepts with Traditional Baskets as Cultural Artefacts:
A Case for Culturally Responsive Pedagogy
Sina Joshua Fakoyede*,
Femi Emmanuel Babalola,
Stella Kemilola Ekundayo,
Deborah Olufemi Alabi
Issue:
Volume 12, Issue 3, September 2026
Pages:
72-80
Received:
20 February 2026
Accepted:
9 March 2026
Published:
24 July 2026
DOI:
10.11648/j.ajasr.20261203.12
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Abstract: This paper specifically elaborates on the knowledge of science (geometry) in basket making, cultural responsive pedagogy and the relevance of science to the learners lived world. In order to achieve a thick description of the process of demonstration of basket weaving, the interactions between the researchers, basket weaver, teachers and students were audio and video recorded and analysed. Field notes were also used to collect information on the science in basket weaving. Open ended questionnaires were also used to elicit information from the interactions between the researchers and basket weaver, the teachers and students. Video-stimulated recall enabled the qualitative analysis of the data. Finding showed that the knowledge of science inherent in basket making is wholesome. Some of which are the knowledge of polygons, angles and degrees. Knowledge of ecology, basic scientific processes and exercises are embedded in the wholesomeness of the knowledge of basket making. Recommendations suggest that culturally responsive teacher (CRT) connect the learners’ cultural knowledge to the western knowledge of science so that memories are created and students can recall seamlessly. There should also be culturally inclined teacher and learners’ activities in the science classroom as well as activities that can be taught in the school.
Abstract: This paper specifically elaborates on the knowledge of science (geometry) in basket making, cultural responsive pedagogy and the relevance of science to the learners lived world. In order to achieve a thick description of the process of demonstration of basket weaving, the interactions between the researchers, basket weaver, teachers and students w...
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Research Article
Comparative GIS-Based Landslide Susceptibility and Relative Risk Assessment Using Frequency Ratio, Shannon Entropy and Statistical Information Index Models
Nabaraj Bajagain
,
Bhuwan Singh Bisht*
Issue:
Volume 12, Issue 3, September 2026
Pages:
81-102
Received:
25 June 2026
Accepted:
6 July 2026
Published:
24 July 2026
DOI:
10.11648/j.ajasr.20261203.13
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Abstract: Landslides are recurrent geomorphic hazards in the Nepal Himalaya, where fragile geology, steep terrain, monsoonal rainfall and expanding road construction increase slope instability. This study assesses landslide susceptibility and relative risk in Tamakoshi Rural Municipality, Dolakha, Nepal, by comparing three GIS-based bivariate models: frequency ratio (FR), Shannon entropy (SE) and statistical information index (SII). A landslide inventory of 121 events was prepared from Google Earth imagery, satellite-image interpretation and field verification, and divided into 70% training and 30% validation subsets. Ten conditioning factors were analysed at 30 m spatial resolution: slope, aspect, curvature, elevation, topographic wetness index, lithology, soil type, land use/land cover, distance from roads and distance from rivers. Model discrimination was evaluated using receiver operating characteristic-area under the curve analysis. Landslides were concentrated on steep, mid-elevation slopes, particularly within 250 m of rivers and 100 m of roads, indicating the influence of fluvial undercutting, road excavation and drainage disturbance. SII produced the highest success and prediction AUC values (0.654 and 0.628), followed by FR (0.645 and 0.623) and SE (0.634 and 0.613), although all three models showed only modest discrimination. An AHP-based exposure–vulnerability index was prepared from settlement, population, road, school, hospital and temple indicators. The resulting relative risk zonation identified approximately 15% of the municipality as high or very high risk, mainly in wards 1, 3 and 5. The findings provide a spatial basis for field prioritization, risk-sensitive land-use planning and local disaster risk reduction.
Abstract: Landslides are recurrent geomorphic hazards in the Nepal Himalaya, where fragile geology, steep terrain, monsoonal rainfall and expanding road construction increase slope instability. This study assesses landslide susceptibility and relative risk in Tamakoshi Rural Municipality, Dolakha, Nepal, by comparing three GIS-based bivariate models: frequen...
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