Show simple item record

dc.contributor.authorKeddie, Amandaen_US
dc.date.accessioned2017-05-03T15:35:10Z
dc.date.available2017-05-03T15:35:10Z
dc.date.issued2011en_US
dc.date.modified2013-05-29T08:34:35Z
dc.identifier.issn1470109Xen_US
dc.identifier.doi10.1080/13613324.2010.519970en_US
dc.identifier.urihttp://hdl.handle.net/10072/36873
dc.description.abstractThis 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 delegitimise 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.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_US
dc.languageEnglishen_US
dc.language.isoen_US
dc.publisherRoutledgeen_US
dc.publisher.placeUnited Kingdomen_US
dc.relation.ispartofstudentpublicationNen_US
dc.relation.ispartofpagefrom175en_US
dc.relation.ispartofpageto190en_US
dc.relation.ispartofissue2en_US
dc.relation.ispartofjournalRace, Ethnicity and Educationen_US
dc.relation.ispartofvolume14en_US
dc.rights.retentionYen_US
dc.subject.fieldofresearchEthnic Education (excl. Aboriginal and Torres Strait Islander, Maori and Pacific Peoples)en_US
dc.subject.fieldofresearchcode130307en_US
dc.titleFraming discourses of possibility and constraint in the empowerment of Muslim girls: issues of religion, race, ethnicity and cultureen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.facultyArts, Education & Law Group, School of Education and Professional Studiesen_US
gro.date.issued2011
gro.hasfulltextNo Full Text


Files in this item

FilesSizeFormatView

There are no files associated with this item.

This item appears in the following Collection(s)

  • Journal articles
    Contains articles published by Griffith authors in scholarly journals.

Show simple item record