Bibliographic record
Abstract
This article engages with the maternal education politics in late colonial Sri Lanka by looking at the implementation of maternal health in the gendered syllabus of middle-class girls' schools. After decades of gender-specific education, the 1930s saw a homogenisation of teachings in these schools through the impact of Mary Rutnam's health manuals. Rutnam was a Canadian doctor who had been living in Sri Lanka for most of her adult life and was seen as a local. She was also active in establishing women's and girls' organisations and political groups. Especially the Lanka Mahila Samiti (LMS) was greatly influential and still is today. The LMS specifically aims at educating the rural women in maternal health and other forms of hygiene with the goal to increase their political and cultural agency. This article examines the relationship between Rutnam's handbooks for girls' schools and the globality of the discourse of motherhood, on the one hand, and the hierarchical divide between the urban middle-class woman and the rural woman, on the other hand. I will argue that by applying the classist discourse of eugenics and hygiene, the teaching of maternal health was transformed in Sri Lanka to create a notion of motherhood that was detached from religion, as it previously was so often framed by it but was highly racialised and classist. This notion of motherhood continues to exist and informs the teaching of sexuality in contemporary Sri Lankan middle-class girls' schools.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.006 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".