By Zehavit Gross (auth.), Zehavit Gross, Lynn Davies, Al-Khansaa Diab (eds.)
The significant alterations that the area is present process when it comes to globalization and migration of peoples have had a profound influence on cultures and identities. The query is whether or not this implies shifts in spiritual identities for girls and males in numerous contexts, no matter if such shifts are visible as worthwhile, unfavourable or inadequate, or no matter if social swap truly ability new conservatisms or perhaps fundamentalisms. Surrounding those questions is the function of schooling is in any switch or new contradiction. This distinctive e-book complements an interdisciplinary discourse concerning the advanced intersections among gender, faith and schooling within the modern global.
Literature within the social sciences and arts have elevated our figuring out of women’s involvement in virtually each element of existence, but the mixed religious/educational point continues to be an under-studied and sometimes under-theorized box of study. How humans adventure their non secular id in a brand new context or kingdom can also be a topic now wanting extra complicated cognizance. Questions of the physique, visibility and invisibility are receiving new remedies. This booklet fills those gaps.
The publication presents a powerful comparative point of view, with 15 nations or contexts represented. The context of schooling and studying covers faculties, better schooling, non-formal schooling, spiritual associations, grownup literacy, curriculum and textbooks.
Overall, the ebook finds a good complexity and infrequently contradiction in smooth negotiations of faith and secularism by means of boys and girls, men and women, and more than a few chances for swap. It presents a theoretical and sensible source for researchers, non secular and academic associations, coverage makers and lecturers.
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Additional info for Gender, Religion and Education in a Chaotic Postmodern World
I. Jones mean that the women themselves can explain the connections between their theological beliefs and their work in popular education. I hypothesize that behind the women’s resistance to the various forms of oppression they confront is “transcendent motivation,” a theory that legitimation for protest is rooted in the ultimate or sacred (Smith 1996, p. 9), a central facet of human identity. I contend that the assumption that a woman has been working in a social movement for 30 years, for example, simply because of her political beliefs, ignores the deeper motivation for her work, what I deem her personal theology, or the personal way in which she interprets formal (established) religion.
Much of this labor is hidden from view. W. Apple teaching, charting progress, establishing and maintaining a “proper” environment, and the emotional labor of caring for as well as instructing children—and the list goes on—all of this requires considerable effort. And most of this effort is done by women (Stevens 2001: 15). Because homeschooling is largely women’s work, it combines an extraordinary amount of physical, cultural, and emotional labor. This should not surprise us. As Stambach and David (2005) have powerfully argued and as Andre-Bechely (2005) and Griffith and Smith (2005) have empirically demonstrated, assumptions about gender and about the ways in which mothers as “caretakers” are asked to take on such issues as educational choice, planning, and in the case we are discussing here actually doing the education itself underpin most of the realities surrounding education.
I contend that the assumption that a woman has been working in a social movement for 30 years, for example, simply because of her political beliefs, ignores the deeper motivation for her work, what I deem her personal theology, or the personal way in which she interprets formal (established) religion. 4 I argue that personal theology is shaped by diverse public and private events in her life; it may be connected to the dominant religion of her community, or it may not. The personal theologies of the women emerge in the analysis sections that follow.
Gender, Religion and Education in a Chaotic Postmodern World by Zehavit Gross (auth.), Zehavit Gross, Lynn Davies, Al-Khansaa Diab (eds.)