‘You are Our Daughters’
Keynote address delivered by Dr. Subhangi M.K. Herath, senior
lecturer in Sociology, University of Colombo at the ceremony held to
mark the International Day of the Girl Child on October 11, 2012 at the
BMICH
Dr. Subhangi M.K. Herath |
United Nations’ General assembly held in December 2011, taking into
consideration a proposal made to the United Nations by UN’s Committee on
the Status of Women supported by its member countries, declared October
11th as the International Day of the Girl Child to recognize girls’
rights and the unique challenges girls face around the world. Today we
celebrate its inception. United Nations has announced ‘Ending Child
marriage’ as this year’s theme. Sri Lanka, as a member country of UN,
with the initiation of the Ministry of Women’s Affairs and Child
Development, has chosen a highly appropriate theme, ‘You are Our
Daughter’ as the theme for the year.
United Nations declare a special day for a particular group of people
when this group is identified as underprivileged or having a lower
social status that need to be enhanced or that they are a group that
need exclusive consideration. Caroline Bird in the cover page of her
reputed book ‘Born Female’, writes, “You are exploited, brainwashed and
underprivileged if you are born female”. Is this the fate of all girl
children born to this world?
The countries that consider a birth of a girl as a sin and a curse
are not limited to the Asian region. It is not surprising to see that
womanhood was considered a sin and a curse in countries such as China
where the girl child was made to wear shoes made of iron in order to
make her world smaller, Japan where she was swaddled for the purpose of
controlling her activity, the Medieval Europe where her spirituality was
considered a curse and she was burnt alive, Europe and South American
colonies where she was seen as a mere sexual object and therefore her
space was limited, neighbouring India where her birth itself was deemed
a curse and was killed at the birth or even prior to birth, African and
Middle Eastern region where female genital mutilation is thought to be a
practice that boost her sexual significance. Yet, even in societies
where oppressive traditions and customs against women and girl children
were not accepted or even discarded, it is not possible to believe that
girls were treated with unreserved equality. The reason is that all
nontraditional social institutions also are infested with oppressive
habits and traditions concerning girl child.
Sri Lankan history does not demonstrate such distinctive
discriminatory practices against the girl child. Birth of a child was
considered a blissful occasion and there are no adequate evidence to say
that gender difference was significant here. A noticeable level of
gender equity which existed with regard to areas such as land tenure
patterns, lineage and inheritance, marital laws and matrimonial rights
and the unique Kandyan dowry system provide evidence to believe that
some level of equity had existed.
Feminist groups
In 1964, at the vote on the Civil Rights Bill in the U.S. House of
Representatives, 81 year old Howard W. Smith, chairman of the rules
committee, proposing an amendment to the bill on employment which
prohibited discrimination on the basis of race, colour, religion or
national origin, proposed that it should also include prohibition of
discrimination on the basis of sex (Bird: 1968). This proposal was based
on a great humanitarian ideology which is that a human being should be
valued purely on the basis of his/her individual talents and skills but
nothing else.
This was a time when in almost all modern institutions in America
such as education, employment, law, administration and politics, gender
based discriminations were highly apparent and women were made extremely
underprivileged. However, it was not only sexist groups in the U.S. that
came forward to defeat this humanitarian proposal. Feminist groups also
were in the opposition. There is an extremely significant element here;
that is that men and women could be treated totally equally only when
equalities prevail in the social, economic, political and cultural
milieus in which they live and affect them. By this period, feminist
movement in America was achieving certain special rights on behalf of
women. One possible consequence of such an amendment to the Civil Rights
Bill could be that they would lose these unique rights they gained.
Do women and girl children owe to have distinct rights?
Woman and man are two biologically different individuals.
Accordingly, there physiological construction and the biological needs
become dissimilar. It is with regard to this situation that the
‘difference’ is significant. Even in a society where a girl is well
protected, her security is fully assured and she is given absolute
freedom to achieve her personal and social goals, this difference is
significant. For instance, she may have specific health and sanitary
requirements and a uniform to suit her physical body. In a society where
social and cultural differences oppress women, further differentiations
may be needed to ensure she achieve her rights. Having to assure her
security is one such example.
Equal treatment of the girl child should not be misunderstood. What
is meant here is the equality within the difference. A girl is certainly
different from a boy. Nevertheless, such difference cannot be a reason
to harass her, to deprive her educational opportunities, to deny
educational and other choices and chances, to force her for child
marriage and dispossess her of her childhood or to rob her artistic,
creative, technical and leadership skills.
Simone de Beauvoir in her ‘Memoirs of a Dutiful daughter’ (1959)
magnificently explains how a girl child transforms her life according to
social cultural requirements. Even though this is an expression of the
European social cultural context, this well stands for the Sri Lankan
society. She presents a realistic analysis of the life of a girl. A life
of a girl fundamentally differs from that of a boy and plunge her within
two worlds, public and private along aspects such as the need to have
love and protection from parents, concern about the physical appearance,
feeling of shame and guilt, training to become a wife, mother and a
housewife, educational goals, constraints regarding social association,
dilemmas in reaching adolescence, anticipations about marriage etc.
Educational and social goals
She is pressurized by exposing her to two gigantic social roles; on
the one hand the social expectation of becoming a good daughter, wife,
mother and housewife, and on the other hand, achieving educational and
professional success. Writing about her adolescence Simone de Beauvoir
(1963, 99- 106) says, “I was going through a difficult period. I looked
awful; …on my face and the back of my neck there were pimples which I
kept picking at nervously…. My mother, overworked, took little trouble
with my clothes: my ill-fitting dresses accentuated my awkwardness.
Embarrassed by my body, I developed phobias…’Don’t scratch your pimples;
don’t twitch your nose’ my father kept telling me… pass remarks about my
complexion, my acne, my clumsiness which only made my misery worse…my
reading was supervised through the same strictness”.
I quote these words of Beauvoir to say that a girl’s life is full of
personality conflicts. Needs of the childhood, gender specific dilemmas
on the way to adolescence, specific socio-cultural expectations of the
girl child and different criteria for future success that emerge from
within, from the family and the society, lead her to face a massive
crisis situation. She would only be able to take this situation as
‘normal’ only if the environment she lives in is ‘normal’ which means
that she is socialized in an environment where she receives love,
security and proper direction. An environment full of controversies such
as family disputes, economic crises, educational dilemmas, unacceptable
school conditions, different individuals she encounters, deviant social
backgrounds etc. would challenge the processes of social adjustment and
coping. This creates obvious constraints for her in reaching personal
and social goals mentioned earlier.
We need to understand the girl child within this social context. We
should rationally comprehend the situation the girl child face in the
Sri Lankan society.
To be continued |