Indian Knowledge Systems and Women’s Empowerment: A Critical Inquiry into Tradition, Reform, and Social Transformation
Ms. Suhas Pradeep Kamlakar
PhD Research Scholar
Jamia Millia Islamia
Central University New Delhi
Abstract
Indian Knowledge Systems (IKS) have often been celebrated as repositories of ancient wisdom, cultural continuity, and moral philosophy. However, a critical examination reveals that many age-old ideas embedded within these systems have historically legitimized gender hierarchy, restricted women’s liberty, denied equal rights, and limited access to education. Rooted largely in Brahmanical patriarchy, traditional Indian knowledge framed women as secondary citizens, confining them to domestic, reproductive, and ritual roles. This paper critically analyzes how dominant forms of Indian knowledge contributed to women’s social, cultural, and educational subordination. It further examines how modern, egalitarian thought shaped by social reformers such as Ayankali, Periyar E. V. Ramasamy, Jyotirao Phule, Savitri bai Phule, Fatima Sheikh, Tarabai Shinde, Shahu Maharaj, and Dr. B. R. Ambedkar challenged oppressive traditions and redirected Indian knowledge toward a more liberal, rational, and inclusive framework. Using secondary literature and empirical studies on women’s discrimination in India, the paper builds a sociological foundation to understand structural gender inequality. Special emphasis is placed on Ambedkar’s critique of Hindu social order and his analysis of the cultural mechanisms that institutionalized discrimination against Hindu women. The paper argues that women’s empowerment in India is inseparable from the rejection of oppressive traditional knowledge and the adoption of constitutional morality, education, and social justice as guiding principles.
Keywords: Indian Knowledge Systems, Women’s Empowerment, Gender Inequality, Social Reform, Ambedkar, Feminism, Education, Caste and Patriarchy
DOI link – https://doi.org/10.69758/GIMRJ/2601S01V14P088
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