Giving Muslim girls ‘a voice’: the possibilities and limits to challenging patriarchal interpretations of Islam in one English community

Keddie, Amanda 2009, Giving Muslim girls ‘a voice’: the possibilities and limits to challenging patriarchal interpretations of Islam in one English community, Pedagogy, culture & society, vol. 17, no. 3, pp. 265-278, doi: 10.1080/14681360903194301.

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Title Giving Muslim girls ‘a voice’: the possibilities and limits to challenging patriarchal interpretations of Islam in one English community
Author(s) Keddie, AmandaORCID iD for Keddie, Amanda orcid.org/0000-0001-6111-0615
Journal name Pedagogy, culture & society
Volume number 17
Issue number 3
Start page 265
End page 278
Total pages 14
Publisher Taylor & Francis
Place of publication Abingdon, Eng.
Publication date 2009
ISSN 1468-1366
1747-5104
Keyword(s) Muslim girls
Islam
community
gender
social justice
ethnicity
Summary This paper presents the philosophies and practices of ‘Laura’, a young English community liaison worker and former religious studies teacher who has recently converted to Islam. Drawing on data generated from a qualitative and predominantly interview‐based research project that investigated issues of pedagogy and social justice in English schools, the focus is on Laura’s efforts to support Muslim girls through an Islamic discussion group. The paper highlights how Laura draws on Islamic beliefs to support the girls’ questioning of patriarchal interpretations of Islam within their Pakistani immigrant community. The paper also provides insight, however, into some of the tensions and limitations of Laura’s liberatory approach in terms of her positioning as white, western, and middle‐class. Against this backdrop, a self‐reflexive approach that is sensitive to how ‘ethnic‐specific sociability’ shapes understandings and enactments of gender is advocated. Such an approach is presented as central in considering how spaces of gender justice might be mobilised within community environments where unprecedented levels of multi‐cultural fragmentation and diversity have amplified tensions and conflict between and amongst racial and religious groups.
Language eng
DOI 10.1080/14681360903194301
Field of Research 130308 Gender, Sexuality and Education
130307 Ethnic Education (excl Aboriginal and Torres Strait Islander, Maori and Pacific Peoples)
130211 Religion Curriculum and Pedagogy
1302 Curriculum And Pedagogy
Socio Economic Objective 930201 Pedagogy
HERDC Research category C1.1 Refereed article in a scholarly journal
Copyright notice ©2009, Pedagogy, Culture & Society
Persistent URL http://hdl.handle.net/10536/DRO/DU:30087496

Document type: Journal Article
Collection: School of Education
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