Islamic feminist reflection of pedagogy and gender praxis in South African madaris.

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).

Grantor dc:publisher.institution

Department of Religious Studies

Year dc:date.issued

2013

Author dc:creator

• Patel, Nafisa

Advisor dc:contributor.advisor

• Shaikh, Sa'diyya

Language dc:language.iso

eng

Handle dc:identifier.uri

http://hdl.handle.net/11427/10649

OAI identifier oai:identifier

oai:open.uct.ac.za:11427/10649