CHI TIẾT NGHIÊN CỨU …
Tiêu đề
Five pedagogical strategies to address challenges in teaching “Women in Islam”
Tác giả
Gupta S.
Năm xuất bản
2022
Source title
Intercultural Education
Số trích dẫn
0
DOI
10.1080/14675986.2022.2017622
Liên kết
Tóm tắt
This article is a reflection of the author’s experiences teaching a course titled ‘Women In Islam’ [WIS] in an English Department at a medium, public, Masters granting, Liberal Arts university in the Midwestern United States. This paper argues for the importance of teaching WIS through a multi-genre, interdisciplinary, and global approach. The article refers to the following five teaching strategies: Thinking through History, The Lived Realities Lens, The Multi-Genre Approach, Fiction through a Global Lens, and Using VALUE rubrics as an Evaluation Tool. © 2022 Informa UK Limited, trading as Taylor & Francis Group.
Từ khóa
literature; Teaching Islam; women
Tài liệu tham khảo
Abu-Lughod L., Do Muslim Women Need Saving?, (2013); Ahmad F., Engaging a New Discourse: Teaching ‘Women in Islam’ in the American University Classroom, Journal of Feminist Studies in Religion, 18, 2, pp. 131-140, (2002); Ahmed L., Western Ethnocentrism and Perceptions of the Harem, Feminist Studies, 8, 3, pp. 521-534, (1982); Ali H.A., Infidel, (2007); Ali M., Brick Lane, (2003); Anam T., The Good Muslim, (2011); Andrea B., Islam, Women, and Western Responses: The Contemporary Relevance of Early Modern Investigations, Women’s Studies: An Interdisciplinary Journal, 38, 3, pp. 272-292, (2009); Chao S., Partition: Borders of Blood, (2017); Chowdhury J., Indiana Sentences Purvi Patel to 20 Years for Feticide, NBC News, (2015); Chughtai I., The Quilt, (1942); Cohen K., Trump Doesn’t Think White Nationalism Is a Threat — But Data Says Otherwise, (2019); Coleman I., Paradise Beneath Her Feet: How Women Are Transforming The Middle East, (2010); Fay M.A., “‘ … and Say to the Believing Women that They Should Lower Their Gaze and Guard Their Modesty’: Teaching about Islam, Gender, and the Law, Journal of Women’s History, 22, 2, pp. 136-140, (2010); Gopal P., Literary Radicalism in India: Gender, Nation and the Transition to Independence, (2005); Gurel P., Transnational Feminism, Islam, and the Other Woman: How to Teach, Radical Teacher, 86, 1, pp. 66-70, (2009); Herzi H.-D.S., Government by Magic Spell, Contemporary African Short Stories, (2008); Hossain R.S., Sultana’s Dream: A Feminist Utopia, (1988); Iplikci M., A Question, Istanbul in Women’s Short Stories, (2012); Jennings M., The Absence of Stories: Filling the Void in Ethics, Ethics, Literature, and Theory: An Introductory Reader, pp. 165-174, (2005); Kalin S., Jailed Saudi Women Activists Stand Trial, Diplomats Barred from Entering Court, (2019); Khoja-Moolji S., Poststructuralist Approaches to Teaching about Gender, Islam, and Muslim Societies, Feminist Teacher, 24, 3, pp. 169-183, (2014); Kincheloe Joe L., Steinberg S.R., Why Teach against Islamophobia? Striking the Empire Back, Teaching Against Islamophobia, (2010); Meacham J., Islam Is Essential for General Education, The Journal of General Education, 64, 1, pp. 56-64, (2015); Mernissi F., Scheherazade Goes West, (2001); Mohamed B., New Estimates Show US Muslim Population Continues to Grow, Pew Research Center, (2018); Mohanty C.T., Under Western Eyes: Feminist Scholarship and Colonial Discourse, Boundary 2, 12, 3, pp. 333-358; Nnaemeka O., Bringing African Women into the Classroom, African Gender Studies: A Reader, pp. 51-66, (2005); Parsipur S., Women Without Men, (2012); Perry G., Moore H., Edwards C., Acosta K., Frey C., Maintaining Credibility and Authority as an Instructor of Color in Diversity-Education Classrooms: A Qualitative Inquiry, The Journal of Higher Education, 80, 1, pp. 80-105, (2009); Pittman C.T., Race & Gender Oppression in the Classroom: The Experiences of Women Faculty of Color with White Male Students, Teaching Sociology, 38, 3, pp. 183-196, (2010); Rifaat A., Distant View of a Minaret, Distant View of a Minaret and Other Stories, (2014); Rosenstand N., Stories and Morals, Ethics, Literature, and Theory: An Introductory Reader, pp. 153-164, (2005); Satrapi M., Embroideries, (2005); Satrapi M., The Complete Persepolis, (2007); Seedat F., Islam, Feminism, and Islamic Feminism. Between Inadequacy and Inevitability, Journal of Feminist Studies in Religion, 29, 2, pp. 25-45, (2013); Sohoni D., Petrovic M., Teaching a Global Sociology: Suggestions for Globalizing the U.S. Curriculum, Teaching Sociology, 38, 4, pp. 287-300, (2010); Burned Alive: A Survivor of an ‘Honor Killing’ Speaks Out, (2005); Soueif A., 1964, I Think of You, (2007); Timeline of the Muslim Ban, American Civil Liberties Union; Wadud A., Qur’an and Woman: Rereading the Sacred Text from a Woman’s Perspective, (1999); Yerkes S., McKeown S., What Tunisia Can Teach the United States about Women’s Equality, Carnegie Endowment for International Peace, (2018); Zayzafoon L.B.Y., Teaching about Women and Islam in North Africa: Integrating Postcolonial Feminist Theory in the Classroom, Foreign Language Annals, 44, 1, pp. 181-233, (2011); Zine J., Taylor L.K., Davis H.E., Reading Muslim Women and Muslim Women Reading Back: Transnational Feminist Reading Practices, Pedagogy and Ethical Concerns, Intercultural Education, 18, 4, pp. 271-280, (2007)
Nơi xuất bản
Routledge
Hình thức xuất bản
Article
Open Access
Nguồn
Scopus