{"id":{"repo_id":"cape-town","oai_identifier":"oai:open.uct.ac.za:11427/10649"},"canonical_url":"https://search.dev.ndltd.org/etd/cape-town/oai:open.uct.ac.za:11427/10649","repository":{"repo_id":"cape-town","name":"University of Cape Town","base_url":"https://open.uct.ac.za/oai/request"},"display":{"title":"Islamic feminist reflection of pedagogy and gender praxis in South African madaris.","abstract":"This thesis explores gender discourses in elementary Islamic learning institutions in South Africa. Informed by a feminist imperative that recognizes education to be both a site for gender struggle and also a tool for change-making, this thesis adopts a feminist pedagogical approach to examine some of the ways that young Muslim girls in South Africa learn about being gendered. Drawing on theoretical insights from feminist poststructuralism, I analyze the contents of a popular learning text that has been developed for young Muslim girls in contemporary South African Deoband mad'ris (elementary religious schools).","abstract_html":"This thesis explores gender discourses in elementary Islamic learning institutions in South Africa. Informed by a feminist imperative that recognizes education to be both a site for gender struggle and also a tool for change-making, this thesis adopts a feminist pedagogical approach to examine some of the ways that young Muslim girls in South Africa learn about being gendered. 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Informed by a feminist imperative that recognizes education to be both a site for gender struggle and also a tool for change-making, this thesis adopts a feminist pedagogical approach to examine some of the ways that young Muslim girls in South Africa learn about being gendered. Drawing on theoretical insights from feminist poststructuralism, I analyze the contents of a popular learning text that has been developed for young Muslim girls in contemporary South African Deoband mad'ris (elementary religious schools)."]},{"key":"dc:title","label":"Title","values":["Islamic feminist reflection of pedagogy and gender praxis in South African madaris."]}]}],"canonical_facts":{"dc:contributor.advisor":["Shaikh, Sa'diyya"],"dc:creator":["Patel, Nafisa"],"dc:date.accessioned":["2014-12-30T19:54:29Z"],"dc:date.available":["2014-12-30T19:54:29Z"],"dc:date.issued":["2013"],"dc:description":["Includes bibliographical references."],"dc:description.abstract":["This thesis explores gender discourses in elementary Islamic learning institutions in South Africa. Informed by a feminist imperative that recognizes education to be both a site for gender struggle and also a tool for change-making, this thesis adopts a feminist pedagogical approach to examine some of the ways that young Muslim girls in South Africa learn about being gendered. Drawing on theoretical insights from feminist poststructuralism, I analyze the contents of a popular learning text that has been developed for young Muslim girls in contemporary South African Deoband mad'ris (elementary religious schools)."],"dc:identifier.uri":["http://hdl.handle.net/11427/10649"],"dc:language.iso":["eng"],"dc:publisher.department":["Department of Religious Studies"],"dc:publisher.institution":["University of Cape Town"],"dc:title":["Islamic feminist reflection of pedagogy and gender praxis in South African madaris."],"dc:type":["Master Thesis"],"dc:type.qualificationlevel":["Masters"],"dc:type.qualificationname":["MSocSc"]},"updated_at":"2026-07-22T22:23:21Z"}