Framing discourses of possibility and constraint in the empowerment of Muslim girls
Issues of religion, race, ethnicity and culture
Bibliographic Data
| ID | 12584592 |
|---|---|
| Authors | Amanda Keddie (0000-0001-6111-0615, Griffith University, corresponding author) |
| Year | 2010 |
| Volume | 14 |
| Issue | 2 |
| Pages | 175-190 |
| Publication date | 2010-12-17 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Race Ethnicity and Education (JOURNAL) |
| Journal identifiers | ISSN: 1361-3324 • E-ISSN: 1470-109X |
| Publisher | Routledge (PUBLISHER • GB) |
| DOI | 10.1080/13613324.2010.519970 |
| OpenAlex | W1966822782 |
| Language | EN |
| Citations received | 11 |
| References cited | 12 |
This paper presents the stories of three female Muslim educators actively engaged in empowering Muslim girls in their school/community liaison roles. The stories are drawn from a broader qualitative and predominantly interview‐based research project that investigated issues of teaching and social justice in three English schools. Through lenses that recognise the dynamic, complex and contradictory narratives that shape Muslim girls’ identities, the paper draws attention to the women’s discursive positionings and, in particular, how such positionings generate ‘framing discourses’ that both shut down and open up possibilities to support Muslim girls. The first story illustrates how the discursive position of ‘Ashley’, a white, Western woman who has recently converted to Islam, generates ‘incomplete framing discourses’ that homogenise the girls’ culture and thus ignore or de‐legitimise significant issues of race and ethnicity in the girls’ lives. The second story provides an account of ‘Abida’ and ‘Sati’s discursive positioning as women of Pakistani and Bangladeshi heritage. Their alternative framing discourses bring to light and give status to the range and complexity of the discourses that shape the girls’ identities. In juxtaposing these stories, the paper highlights the importance of educators being conscious of and critically examining their own discursive positioning in their construction and support of Muslim girls; and draws attention to the continued imperative of disrupting the epistemic privilege of Western‐informed views of female empowerment and of listening to feminist voices from the margins
Active listening · Critical discourse analysis · Critical race theory · Empowerment · Ethnic group · Framing (construction · Ideology · Islam · Islamophobia · Narrative · Political science · Politics · Racism · Sociology · Anthropology · Critical Race Theory in Education · Gender Studies · Global Education and Multiculturalism · Law · Teacher Education and Leadership Studies
Everybody kind of looked at me like I was from Mars
Being responsive to Muslim learners
Negotiated voices
Whose Jihad ? Oral history of an American Muslim educational leader and U.S. public schools
Identity politics, justice and the schooling of Muslim girls
Empowering Muslim girls? Post-feminism, multiculturalism and the production of the ‘model’ Muslim female student in British schools
Would You Wear That to Church?!”
Economy of marginality and familiarity
Teaching English to Linguistically Diverse Students from Migration Backgrounds
Religion, Gender, and Interculturality
Disrupting (gendered) Islamophobia
The Claims of Culture
Is Multiculturalism Bad for Women?
What Might an Islamist Gender Discourse Look Like?
Muslim Britain
Feminism without Borders
Women, Ethnicity and Empowerment
I Want More Freedom, but Not Too Much
Critical frames in educational research
Anthropology and Multiculturalism
Culture, Survival and Resistance
Anthropology and Multiculturalism
| Citations per year | 0.92 |
|---|---|
| Citation span | 2014 - 2024 (11) |
| Highly cited | No |