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Arranged Empowerment vs. Empowering Arrangements: Narratives of Muslim Women Teachers from Pakistani Rural Communities by Ayesha Khurshid & Emily Leyava - 2019The issue of education for Muslim women has become central to many global discourses and policies focusing on Muslim countries. These paradigms present education for Muslim women as the solution to issues ranging from poverty to religious extremism. Embedded in these narratives is not only the image of Muslim women as oppressed victims of their culture, but also the image of Islam as a patriarchal religion. Education becomes an instrument to empower these women through enabling them to challenge their “oppressive” cultural and Islamic traditions. In other words, education becomes a site, tool, and institution to arrange the empowerment of Muslim women against their families, communities, and Islam.To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:
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- Ayesha Khurshid
Florida State University
E-mail Author
AYESHA KHURSHID is Assistant Professor of Gender & Education and International & Comparative Education in the Department of Educational Leadership & Policy Studies at Florida State University. Her ethnographic research focuses on the issues of education, gender, and modernity in Muslim communities that have become the target of global educational and/or international development reforms. She teaches graduate courses on gender and education, anthropology of education, multicultural education, and qualitative methods.
- Emily Leyava
Florida State University
E-mail Author
EMILY LEYAVA is a doctoral student in the department of Educational Leadership and Policy Studies at Florida State University. Her PhD research examines how members of a rural nomadic community in Western China, who may have participated in and have had access to different systems and forms of education, define and make sense of what it means to be educated.
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