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

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dc.contributor.advisorShaikh, Sa'diyyaen_ZA
dc.contributor.authorPatel, Nafisaen_ZA
dc.date.accessioned2014-12-30T19:54:29Z
dc.date.available2014-12-30T19:54:29Z
dc.date.issued2013en_ZA
dc.descriptionIncludes bibliographical references.en_ZA
dc.description.abstractThis 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).en_ZA
dc.identifier.apacitationPatel, N. (2013). <i>Islamic feminist reflection of pedagogy and gender praxis in South African madaris</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,Department of Religious Studies. Retrieved from http://hdl.handle.net/11427/10649en_ZA
dc.identifier.chicagocitationPatel, Nafisa. <i>"Islamic feminist reflection of pedagogy and gender praxis in South African madaris."</i> Thesis., University of Cape Town ,Faculty of Humanities ,Department of Religious Studies, 2013. http://hdl.handle.net/11427/10649en_ZA
dc.identifier.citationPatel, N. 2013. Islamic feminist reflection of pedagogy and gender praxis in South African madaris. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Patel, Nafisa AB - 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). DA - 2013 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 2013 T1 - Islamic feminist reflection of pedagogy and gender praxis in South African madaris TI - Islamic feminist reflection of pedagogy and gender praxis in South African madaris UR - http://hdl.handle.net/11427/10649 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/10649
dc.identifier.vancouvercitationPatel N. Islamic feminist reflection of pedagogy and gender praxis in South African madaris. [Thesis]. University of Cape Town ,Faculty of Humanities ,Department of Religious Studies, 2013 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/10649en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentDepartment of Religious Studiesen_ZA
dc.publisher.facultyFaculty of Humanitiesen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherReligious Studiesen_ZA
dc.titleIslamic feminist reflection of pedagogy and gender praxis in South African madaris.en_ZA
dc.typeMaster Thesis
dc.type.qualificationlevelMasters
dc.type.qualificationnameMSocScen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
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