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Degrees Without Freedom?: Education, Masculinities, and Unemployment in North India, by Craig Jeffrey, Patricia Jeffery, Roger Jeffery
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Degrees Without Freedom? re-evaluates debates on education, modernity, and social change in contemporary development studies and anthropology. Education is widely imputed with the capacity to transform the prospects of the poor. But in the context of widespread unemployment in rural north India, it is better understood as a contradictory resource, providing marginalized youth with certain freedoms but also drawing them more tightly into systems of inequality. The book advances this argument through detailed case studies of educated but unemployed or underemployed young men in rural western Uttar Pradesh. This book draws on fourteen months' ethnographic research with young men from middle caste Hindu, Muslim, and ex-Untouchable backgrounds. In addition to offering a new perspective on how education affects the rural poor in South Asia, Degrees Without Freedom? includes in-depth reflection on the politics of modernity, changing rural masculinities, and caste and communal politics.
- Published on: 2007-11-29
- Original language: English
- Number of items: 1
- Dimensions: 9.00" h x 1.00" w x 6.00" l, .0 pounds
- Binding: Hardcover
- 256 pages
Review
"Overall, the book makes an excellent and original contribution in furthering our understanding of the heterogeneous pathways to masculinities for men from different social locations. It makes an important contribution by illustrating the significance of understanding the relationship between various forms of power in a community shaped by the intersections of caste, class, and religion and their impact on the construction of masculinities in North India in the era of globalization."—Ramaswami Mahalingam, Men and Masculinities
"Not since Paul Willis's classic Learning to Labour has a scholarly work conveyed so eloquently the promises and betrayals of formal schooling. Everyone who cares about social justice and development and how, as social scientists and practitioners, we should approach these goals, must read this superb study."—Amita Baviskar, Institute of Economic Growth, Delhi
"With verve, clarity, and apt theoretical engagement, this study describes the place of education in youthful imagination and performance, and sociopolitical change in the aftermath of economic liberalization. It's a compelling read, brimming with insight, tinged with humor, a compassionate record of how education, civility, and aspiration become entangled in the reproduction of social inequality in both familiar and new ways."—K. Sivaramakrishnan, Yale University
"The focus on masculinity, education, modernity, and social status among rural young men in northern India highlights the problems with education in India. The authors explore the mindset of those for whom rural education is a system that often fails, demonstrating a volatile mix of disenfranchisement on the one hand and underemployment on the other."—Susan S. Wadley, Syracuse University
"The book thus offers us a deep and thoughtful analysis of the socio-political transformations and reproduction of socio-economic inequality which are propelled by the promises of formal education in a terrain of uneven social and economic reality The book captures reflectively the spatial and social transformation occurring in familiar and novel ways."—Progress in Development Studies
"The book is important for both academics and policy makers: 'we question accounts of education as an unproblematic social good within development academia'. Not quite the condemnation of education as causing the problem, but a warning that education on its own will not achieve its goals, and that with some people in some contexts, it can have its 'dark side'."—Alan Rogers, University of East Anglia
"[T]hrough close ethnographic work, the authors throw new light on larger debates about development, education and employment in India, and raise important issues and questions that demand further exploration and debate by sociologists and policymakers alike."—Economic & Political Weekly
"The authors of this book do a magnicent job of analyzing the cultural and political terrain in which the potential benets of education are mediated by social and cultural capital, within highly politicized contexts and uneven economies. Degrees Without Freedom? is a model of excellent research and writing, speaking to critical debates in a number of elds, and I recommend it very highly."—Annals of the Association of American Geographers
About the Author
Craig Jeffrey is Assistant Professor of Geography and International Studies at the University of Washington, Seattle. Patricia Jeffery is Professor of Sociology at the University of Edinburgh. Roger Jeffery is Professor of the Sociology of South Asia at the University of Edinburgh.
Most helpful customer reviews
2 of 6 people found the following review helpful.
When Diplomas Don't Lead to J-O-B's
By Jeffery Mingo
This book looks at how different groups of men in India (of different castes and religions) respond to being educated but not having a job or a job "of one's level." For all the men in the world who have fancy degrees but can barely make or save a nickel, we may relate.
What bothers me is how this book shows even globally, "it's not what you know, but who you know." I'm not well-versed in Pierre Bourdieu, but they quote his work saying even in France the rich get richer and the poor poorer through their connections, or lack thereof, alone. This book tries to examine whether education is good all by itself. (And it would seem to me that their answer is "No!")
Dr. Michele Lamont has an amazing book in which she compares rich white men from France and America. She points to surprising differences. She said the French would read magazines about philosophy, but not be impressed with winners on "Jeopardy!" She said French men boast about having extramarital affairs, an act that is stigmatized in the US (think: blue dress!). This book had that same cultural false cognate. These men said, "Poor men tuck their shirts in!" Well, here, white-collar workers would tuck their shirts in. These men are deemed "educated" for finishing high school; one would have to finish college to be deemed educated here.
I wish the authors would have read Carter G. Woodson's "The Miseducation of the Negro." The interviewees deem themselves better than others because of mannerisms, much more than knowledge. Woodson and others have said the Black elite in the US often clings to this inconsequential stuff. In Black vernacular, such snobs are deemed "bourgie" or bourgeois. I wish I could have heard what Indian men without schooling said about these men and their snobbiness. This book was top-down or one-sided in that regard.
I am disturbed how much caste and religion play roles here. I don't accuse the researchers of being inaccurate. It's just sad that those old divisions are playing out so thoroughly nowadays. All the corruption described too saddened me. We have corruption in the US, but such corruption is playing a key role in keeping underdeveloped countries poor. Wanting cushy outsourced jobs was not the goal here; these interviewees want government jobs. I have heard economists say that moving from a manufacturing-based economy to a service-based one is not bad, but I wonder if it is bad when the government is doing the cushy hiring, rather than the private sector. I can't put my finger on it, but it seems problematic.
The authors all have the same last name, but they work in different countries. I am assuming that they are related, but I never saw where they explained their kinship. The cover is appropriate in showing Indians burning their diplomas, but deceptive in that both sexes are shown on the cover when the book just discusses one of them.
The authors don't stress the conclusion that I gleaned: it seems that bettering one's self is a one-sided practice. When citizens educate themselves, perhaps the superstructure needs to do more to accommodate them. One would think that the educated could create jobs, but this book suggests how this is not happening. I wonder if India can do more to address this problem in an aggregate fashion.
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