Respect and safe mobility are the basic rights of every one without any discrimination of gender, creed, race etc. In this context, facilitating other by creating comfort zone for other is reciprocal. It is a common scene, a number of female students step out their homes every morning with bags books ……. enlightening a hope and determination to achieve success. Education has a connotation as journey to empowerment. This journey of education and learning encompasses various locus ….. not merely confined to educational institution like schools, colleges and universities…….the journey of learning continues in the streets…….at bus stops…….and in traffic jams etc. This journey is not merely the formal education but also informal experiences ….. where there is a of mix certainty and uncertainty due to the apprehensions and unpredictability of their destination and destiny.
For a number of female students, moving and covering distance towards the educational institutions appear as a trial of tolerance, patience etc. A daily journey to education is usually supposed to be a simple commute but it has become more of a daily test of resilience.
The mobility is still influenced by unwritten rules in many realms of the society. A female going out alone might not necessarily be perceived to be a student but rather someone who traverses unseen boundaries. The families are concerned about her safety. The female moves with all the responsibilities of keeping herself on the tough path with sustained alertness.
It is often the environment in itself that appears to be indifferent. Deficient street lighting, haphazard transport, and over-crowded vehicles are breeding grounds where discomfort is flourishing. The notion of safety in such contexts does not mean the lack of crime but the lack of comfort. A trip that would be considered regular is rather unforeseeable.
What complicates this issue further is that it does not necessarily occur in the form of dramatic incidents. Occasionally, it is the experience of many little, daily things that in the course of time changes how a student moves through the world. One of the university students had reported that she had missed an important presentation because the available van was overcrowded with male passengers. She had been afraid of boarding, and had been waiting to have another chance, but nothing else had come in time. When she had finally managed to get to the campus, the class had already been finished. None of the complaints had been made yet the event had remained in her mind. These experiences over time contribute to a decision: whether to take a certain journey, whether to travel at a certain time, whether to attend a particular event, or even whether to continue with education or not.
It is shocking that the fear of travelling is not always related to any actual incidents but to the potential occurrence of such incidents. The fear of occurring incidents is more fearful. It determines habits, shapes behavior, and reaffirms a feeling of caution, which becomes a second nature. One of the college girls had said that she had been travelling to her educational institution ……. Each day …… she had spotted a group of men who were in the habit of boarding the same bus with her every day. They were not overtly aggressive……. but with their constant staring and the insidious comments……….she was feeling uncomfortable. Consequently….. she had to change her route though it was longer than earlier route and more costly. She had changed her routine unobtrusively…… and…… no one had paid attention to the cause of this change. This kind of silent management had so frequently been lost in the mass conversation.
The effect does not end with entering into classroom. It trails students during lectures. An individual with concerns on safety cannot be fully involved in the learning process. Long and stressful commutes and the psychological burden of being constantly alert can insidiously influence focus, involvement, and belief.
But even in the face of such odds, female students have still demonstrated great resilience. They adapt…….They plan……. They learn how to move around areas that have not been designed keeping their comfort in mind. Their adventures are marked not only by the quest of education, but also by silent opposition to the constraints of the surrounding world and expectation.
When we consider these occurrences…….. nothing occurs to me more than the fact that they seem so ordinary……and that is precisely what makes them so alarming. These are not hard or even unusual occurrences, they are minor, day to day, and they are silently shaping the experiences of female students. It does not deal with absence of ability or determination, but rather the situation where a student cannot influence. The loss of an educational opportunity in this manner is one way of mobility issues directly disrupting educational development.
The second thread, however, demonstrates another layer that is not as obvious but, nevertheless, is as strong. It did not consist of direct interaction, but the discomfort was so loud and was able to change daily routine. This is where the idea of safety concerns not necessarily being related to physical harm comes in; in some cases, safety concerns may be about the ongoing sense of discomfort that compels individuals to alter their routines. These changes might appear minimalistic, yet, in the long run, they cause restrictions.
Such instances are indicative of a pattern where female students are continuously adapting and not accommodated. The individuals who are supposed to make changes in their decisions; be it skipping a lesson or using a longer route. This implicit adjustment may go unnoticed, but has long-term consequences of confidence, independence, and opportunity accessibility.
Looking at the scenario is not necessarily simply transport or mobility problem, but rather a more fundamental social fact in which mobility is not even. All these experiences may not necessarily be recorded, but are present in the day-to-day life ……. having drastic effect in making decisions in a way that is rarely spoken publicly.
There is a dire need to facilitate all the individuals in the society by providing them respect, safety and comfort zone to move without any apprehension, panic, or threat. In this regard, we should give due respect to every female in the society. In terms of respect and dignity, we should not be confined ourselves only to blood relations (like mother, sister etc.) ……but…. we should expand the area of respect to other females in the society. As it is obvious…..respect is reciprocal. If we give due respect to other females in the society ….. it will be returned back to our homes. By providing safe and respectful environment from home to education intuitions we can pave the way for our respected females for better education to accomplish their goals.
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