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In August 1997, India and Pakistan celebrated 50 years of independence from British rule. The present article is an examination of their performance in making economic and educational opportunities available to disadvantaged classes, especially women, in the last 50 years. The article
argues that the traditional power discourse in society influences policy and curriculum issues as well as access to education. It analyses social and cultural obstacles that women face in accessing education. The study highlights the complex nature of the problem involving the scarcity of
economic resources, political apathy, and social and cultural attitudes that hinder women’s access to education.
Education and Society provides a forum, where teachers and scholars throughout the world, are able to evaluate current issues and problems in education and society from a balanced and comparative social, cultural and economic perspective.
Education and Society, a fully refereed journal, is used by teachers, academics, research scholars, educational administrators and graduate students.