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Dissertations / Theses on the topic 'Muslim women education'

Author: Grafiati

Published: 18 May 2024

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1

Fiore, Nicole. "Reading Muslim women: The cultural significance of Muslim women's memoirs." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=97094.

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This study looks at a growing trend in literature: memoirs written by women from Islamic countries. It will deal specifically with the cultural significance of these books in North American culture with special consideration of how the Muslim religion is depicted and therefore relayed to the North American audience. Finally, this paper will look at how these memoirs, and other texts like them, can be used in the classroom to teach against Islamophobia.
Cette étude porte sur une tendance de plus en plus importante dans la littérature contemporaine, celles des mémoires écrits par les femmes des pays islamiques. Plus précisement, cette étude se penche sur la portée culturelle de ces livres dans la culture nord-américaine. Une attention particulière est porté à la façon dont la religion musulmane est représentée et, par conséquent, relayée au grand public nord-américain. Enfin, ce document examinera comment ces mémoires et d'autres similaires peuvent être utilisés en classe pour sensibiliser les élèves aux dangers de l'islamophobie.

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2

Ahmad, Fauzia. "Modern traditions? : British Muslim women, higher education and identities." Thesis, University of Bristol, 2006. http://hdl.handle.net/1983/81219129-6528-41a0-b0e8-c4e32a9dadbd.

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3

Beckett-McInroy, Clare Elizabeth. "Bahraini Muslim women and higher education achievement : reproduction or opportunity?" Thesis, University of Bath, 2006. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.500698.

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This research compares and contrasts the life histories of eleven Bahraini Muslim women, aged between twenty five and fifty, who are educationally ‘successful’, defined as having one or more university degree. It analyzes their educational experiences to see if theories of social reproduction apply to their lives. To this end, the work of Pierre Bourdieu and his concept of cultural capital in its institutionalized, objectified and embodied states are applied, where possible, to the women’s life histories, in particular their educational experiences and related areas. This work shows that embodied cultural capital plays a part in the educational success of the women involved in this study, regardless of social class. For some of the women, institutionalized and objectified cultural capital also played a part and the women who possess these tend to come from more affluent families. It also appears that significant others and critical incidents influence their educational successes. Significant others are those people who have encouraged them educationally in different ways: critical incidents include such things as government scholarships for university degree courses within Bahrain and abroad. Having these things may help other Bahraini Muslim women achieve educational ‘success’. Additionally, the women’s innate ability, their ability to juggle their many life projects and roles, other forms of capital (especially economic capital), their marital status, religious obligations and their culture, all influence their educational choices.

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Md, Shahadat Hossain. "Muslim women education in some villages of West Bengal (India) and Bangladesh (a comparative study in aspects of their educational status, problems and prospects)." Thesis, University of North Bengal, 2011. http://hdl.handle.net/123456789/146.

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5

Akl, Amira. "Multimodal Expressions of Young Arab Muslim American Women." Bowling Green State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1404692026.

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6

Whitcher, Rochelle S. "The effects of western feminist ideology on Muslim feminists." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2005. http://library.nps.navy.mil/uhtbin/hyperion/05Mar%5FWhitcher.pdf.

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7

Mahama, Katumi. "A good education? : the value of formal education in the lives of Muslim women in Ghana." Thesis, University of Birmingham, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.532171.

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The uptake of formal education has been comparatively low for Ghanaian Muslim women and girls since the inception of formal education in Ghana. Consequently, few Muslim women in Ghana occupy key administrative and political positions because they lack formal qualifications which are acquired through formal education. The Ghanaian Government is working towards the achievement of universal primary education and the promotion of gender equality by 2015 as a means to improving the situation of Ghanaian women. This research investigates Ghanaian Muslim women's experiences and perceptions of formal education and the links between their levels of education and their participation in paid employment and local and national decision-making. It applies multi-method approaches based on a framework of Islamic feminism and social justice. Fifty-four Muslim women selected from three districts of the Eastern Region of Ghana participated in the study. Data were collected through semIstructured individual and group interviews and from observations in the field. Findings from the study reveal that perceived poor quality and lack of relevance of formal education on offer, the effect of commitment to social networks, hegemonic structures, fear of cultural shifts resulting from colonial influence, and lack of female-friendly school environments constituted barriers to Muslim women's education. Other findings suggest that poverty, gender inequality, and unresponsive administrative, political and educational structures impact on Ghanaian Muslim (and other) women's educational opportunities. The implications of the findings are discussed in relation to structures and opportunities for education and participation in decision-making at local-government and national levels. The study argues for the importance of addressing these issues if Muslim female participation in formal education is to increase. This, in tum, may enhance women's capacity and willingness to take up key administrative and political responsibilities, improve Muslim women's status and promote social justice in Ghana.

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8

Rida, A. "Non English speaking background migrant Muslim women and migrant English language provision." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1996. https://ro.ecu.edu.au/theses/945.

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The purpose of this study is to define and delineate the factors which influence the decision by non-English speaking background migrant Muslim women to access or not access their eligibility for English language tuition, as set out by current policies governing the eligibility of migrants to participate in Adult Migrant Education programs. As such, the study is of particular interest to both key informants: teachers, community workers, coordinators, and to the target population themselves-Migrant Muslim women. It is also of benefit to those who are concerned with implementing language programs as it will provide them with an understanding of the issues facing Muslim women that may prevent them from accessing such classes. It is also of particular interest because it delves into and explores an• area where much speculation has taken place, but where little research of significance has been directed. The target population is defined as adult (over age 16) Muslim women from a non-English speaking background who are currently residing in the Perth metropolitan area. Two groups within this target population have been included in the study, the first being those women who have accessed migrant language tuition in a formal class setting (excluding those who have accessed the home tutor scheme). The second being those women who have not, with the objective of drawing a typology of the kind of Muslim women accessing classes-age, country of birth, family, socio-economic status, perceived need to learn English, level of education and aspirations and other relevant variables that were brought to light through the research process. Data was collected using both quantitative and qualitative research methods which involved the analysis of figures pertaining to the numbers of women from Muslim countries of birth who have accessed English language classes through the Adult Migrant Education Program in order to arrive at conclusions about the relative absence of Muslim women in these programs. Qualitative data was collected using a structured interview with twenty three women from the target population as well as interviews with three key informants. The purpose of the key informant interviews was to gain an understanding of the external factors accessibility, availability of information and practical considerations such as child care transport and provision of special arrangements that may affect the decision or the ability of Muslim women to attend classes.

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9

Madhani, Taslim. "Constructions of Muslim identity : women and the education reform movement in colonial India." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=98555.

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This thesis examines educational reforms initiated by British colonial officials in late nineteenth/early twentieth century India and the responses they ensued from Indian Muslim reformers. Focusing on the "woman question," British colonizers came to the conviction that the best method to "civilize" Indian society was to educate women according to modern Western standards. Muslim reformers sought to resolve the "woman question" for themselves by combining their own ideologies of appropriate female education with Western ones. Muslim reformers were also deeply concerned with the disappearance of Islamic identity owing to colonial educational policies. Reformers placed the responsibility of maintaining Islamic culture on the shoulders of women so as to both resolve the debate over the proper place of women in society and retain a distinct Islamic identity in the changing Indian context. This resolution limited Indian Muslim women's access to education as well as their participation in Indian society at large.

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Bashir, Humaira. "Rural females’ perceptions on the attitudes and barriers to education : an ethnographic case study." Thesis, Staffordshire University, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.599892.

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11

Tenvir, Fozia. "The educational experiences and life choices of British Pakistani Muslim women : an ethnographic case study." Thesis, University of Worcester, 2015. http://eprints.worc.ac.uk/5091/.

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This thesis is a longitudinal ethnographic analysis of the educational experiences of Pakistani Muslim women in a southern English city and the implications of these experiences for their later lives. It is a study of my own community: I the ethnographer/researcher have been a member of this community, and therefore ‘in the field’, for three decades as youth-worker, teacher, headteacher and active community member. This experience has offered me unique access to study British Pakistani Muslim women’s lives as I am known and trusted. Muslim women are a hard to reach group in research terms. I reflect on my own work and community experience across three decades, cross-checking my observations and memories with key informants (former associates, colleagues and pupils). I present data from in-depth interviews with 76 women, most of whom I used to teach; these interviews, conducted using life history method, elicited and clarified their memories of schooling and its consequences in their later life experiences. My research participants, mostly British born, are from rural-origin families in Pakistan whose parents first came to the UK in the 1970s. The result is a rich tapestry of data focusing on education and related family issues such as gender expectations and marriage. This study breaks new ground in giving voice to adult Pakistani Muslim women who have experienced education, marriage and childrearing in families with strong patriarchal practices. I examine the nature of male hegemony and patriarchy as experienced by women from culturally conservative Pakistani families. I reveal some of the nuances of gendered power relations, with wives having to side either with menfolk or daughters, and women themselves trying to negotiate a route through conflicting pressures. I conclude that early marriages interrupt education; that transnational marriages can cause marital instability and divorce; and that family pressure and rigidly upheld traditions can lead to difficulties in women's personal lives. I draw (with some care) on concepts from social justice; Bourdieu’s notion of the reproduction of class attitudes; Anthony Giddens’ structuration model which emphasises personal agency, to explore how blocking young women's education damages their career prospects and family incomes. I argue that the process of struggle for change is complex; that agency is mostly gained through negotiation with families that often exhibit unhelpful culturally conservative attitudes; and that resistance is possible but challenging. I suggest that long-term appropriate iii counselling and mentoring within the UK Pakistani community could provide an essential support for these women.

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12

Shafer, Cynthia Trout. "Muslim Women on the Catholic Campus: The Search for Identity, Community, and Understanding." University of Dayton / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1355324422.

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13

McKenzie, Kathleen Bell. "On Becoming Women: Adolescent Female Muslim Refugees Negotiating Their Identities in the United States." UNF Digital Commons, 2004. http://digitalcommons.unf.edu/etd/276.

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The United States is becoming more diverse; numerous immigrants and refugees enter every year. Among the newer groups are those practicing the Muslim religion. This qualitative research focused on the identity formation process of six adolescent female Muslim refugees from Afghanistan. Based on Erikson's paradigm of psycho-social development and Marcia's modifications to that theory, I used semi-structured interviews to understand how the participants negotiated their identities in the context of their families, the public school, and the community. This cohort appeared to exist within a circumscribed Afghan community, retaining significant parts of their culture, traditions, and roles. The exception to that retention occurred in the Educational/Vocational Domain. Economic necessity impelled them to assume new roles and to plan for post-secondary education and vocations, for which they were inadequately prepared, and for which their parents could provide little guidance. These young women needed assistance in educational and career planning and counseling programs to facilitate their entry into post-secondary education and to develop their job skills. It seems fair to generalize that this deficit exists for most foreign-born and limited-English students. Addressing this deficit is a daunting, but important, task for the educational system and for resettlement programs.

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14

Kelley-Hollwell, Victorie Joyce-Ann Martin Barbara N. "Perceptions and behaviors that encourage or impede advancement or attainment of leadership positions in higher education by Muslim women wearing hijab." Diss., Columbia, Mo. : University of Missouri--Columbia, 2009. http://hdl.handle.net/10355/6617.

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Title from PDF of title page (University of Missouri--Columbia, viewed on March 17, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Thesis advisor: Dr. Barbara Martin. Vita. Includes bibliographical references.

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15

Saba, Alvi. "Voguing the Veil: Exploring an Emerging Youth Subculture of Muslim Women Fashioning a New Canadian Identity." Thèse, Université d'Ottawa / University of Ottawa, 2013. http://hdl.handle.net/10393/26226.

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The population of 2nd generation Canadian-Muslim women who choose to veil, or wear the hijab, is steadily increasing. Rather than inquire why these women choose to do so, this study explores how Muslim youth use the veil as a fashion accessory. Guided by research questions that focus on the representation of the veil in popular culture, this study explores the veil as a sign as the women negotiate ‘being Muslim’ and ‘being Canadian’. Informed by a cultural studies conceptual framework, veiling in fashionable ways, or, ‘voguing the veil’, is explored as a form of ‘public pedagogy’ (Giroux, 2004). Using an Advocacy and Participatory methodology, the four women and myself engage in a collaborative inquiry examining meanings behind how we vogue the veil. Through a series of interviews, focus groups and journal entries accompanied by personal photographs (photovoice), the women and I co-construct narratives around their identity as women who veil in ways that contest dominant discourse. Together we explore the impact of constructs such as beauty, femininity and sexuality on our identities as Muslim women who veil in Canada. Co-constructing participant case studies permits readers “access to the world from the view-point of individuals who have not traditionally held control over the means of imaging the world” (Berg, 2007, p. 233), at many times surprising and contradicting what is ‘known’ about the veiled Muslim woman. The findings reveal themes that deeply impact how the women choose to veil. These themes include the strategies the women use to employ their veils as a means of agency and how, within and through different pedagogical spaces, the women’s performances and performativity of the veil shifts. The women in the study demonstrate that by ‘voguing the veil’, they are in fact attempting to transform the meaning of the veil as a marker of Canadian Identity. Using the voices, photos and narratives of the four women I argue that through ‘voguing the veil’ these young Muslim women are actively entering into and creating spaces so to be seen as an integral part of Canadian society and as such can be recognized as an emerging subculture.

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16

Ismail, Amelia. "Understanding work-life interface of Malay Muslim women academics : an Interpretative Phenomenological Analysis (IPA)." Thesis, University of Glasgow, 2018. http://theses.gla.ac.uk/38920/.

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Women academics in collectivist societies, despite their significant numbers, have been of little concern to researchers. While women’s involvement in education and employment opportunities has increased and their economic positions have improved, their role pertaining to domestic responsibilities and care for the family in such societies remains the same. The purpose of this qualitative phenomenological research is to describe the work-life interface as experienced by Malay Muslim women academics. This study also identifies the work environment factors that assist and/or hinder these academics in managing their work-life responsibilities as well as investigating the influence of culture and religion. Diary entries and in-depth telephone interviews with seven Malay Muslim women academics were employed to capture the essence of their daily work-life experiences. Using Interpretative Phenomenological Analysis as the research method, the findings of the study are presented under four themes: juggling multiple roles, sources of supports, impact of leadership style, and identity formation. The participants in this research provided valuable insights based on their many years of experience as academics in higher education institutions besides their roles as mothers and wives. The Malay Muslim women academics’ work-life experiences appear to be complex and multifaceted. Negotiating between professional and personal roles has an impact on the careers of women academics, their personal and family lives, and their well-being. In managing their daily work-life responsibilities, an interplay exists between Islamic values and Malay traditional customs. The customary practices which are important in the functioning of the society as a whole contribute in shaping their identity as women, family members and academics. In addition, leadership style can have a significant impact on their work-life management. For these women, the lived reality is that being an academic means having never-ending tasks that sometimes require personal sacrifices which are achieved through the support of family and work colleagues as well as their personal belief systems.

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17

Kirdar, Serra. "Education, gender and cross-cultural experience with reference to elite Arab women." Thesis, University of Oxford, 2004. http://ora.ox.ac.uk/objects/uuid:db8d8e68-d8df-4cad-97d3-81fd3f4e939c.

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The core of the thesis investigates the role of education in the engendering of cultural change and leadership among a select group of a powerful 'first generation' of Arab women; specifically, the role of dual educational/cultural experiences, both Arab and Western. The broader aim of the study is to analyze the merging of cultural traditionalism and modernity and how dual education has enhanced the ability of women, especially Arab women, to become leaders in their professional careers, and within their respective communities, whilst still maintaining strong ties to their culture, religion and traditions, albeit to varying degrees. The writer has chosen to investigate the association between cultural identity and educational experience of elite educated Arab women, through a small sample, who have had exposure to both Western and Arab educational systems at different points in their lives. The researcher's heritage has led to a fundamental ideological interest in the coexistence of traditionalism and modernisation and whether the two can complement one another. There are now a significant number of Arab women who have had the privilege of education and exposure to the two types of systems. Yet, gender constraints and predefined gender roles still very much dictate the socio-cultural contexts in which such women have to operate. The patriarchal 'system' is omnipresent in the West as well as in the Arab world. The challenges the writer has faced even as a 'Western' Arab to reconcile tradition and intellectual and educational exposure has served as a greater impetus for this investigation. The investigation and the intent of this thesis as described above, is to test the preliminary hypothesis that, in the context of elite Arab women, their exposure to both West and Arab educational cultures is germane to their potential for influencing female professional development. How their educational experiences have influenced their own identities and their ability to adhere to the gender roles prescribed is of significant interest. What influence has such education had on these women's prospects for instituting and pioneering change in their respective societies and professions? Is the synergy of certain aspects of modernity and tradition possible? The general conclusion is that it is.

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18

Davids, Nuraan. "Exploring the(in)commensurability between the lived experiences of Muslim women and cosmopolitanism : implications for democratic citizenship education and Islamic education." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71662.

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Thesis (PhD)--Stellenbosch University, 2012.
Includes bibliography
ENGLISH ABSTRACT: Impressions and perceptions about Islām, particularly in a world where much of what is known about Islām has emerged from after the tragic devastation of the Twin Towers in New York, are creating huge challenges for Muslims wherever they may find themselves. Women as the more visible believers in Islām are, what I believe, at the forefront of the growing skepticism surrounding Islām. And central to the modern day debates and suspicious regard meted out to Muslim women today is her hijāb (head-scarf). Ironically, it would appear that the same amount of detail and attention that Islamic scholars have devoted to the role of women in Islām and how they are expected to conduct themselves is now at the centre of the modern day debates and suspicious regard. Yet, the debates seldom move beyond what is obviously visible, and so little is known about what has given shape to Muslim women’s being, and how their understanding of Islām has led them to practise their religion in a particular way. This dissertation is premised on the assertion that in order to understand the role of Muslim women in a cosmopolitan society, you need to understand Islām and Islamic education. It sets out to examine and explore as to whether there is commensurability or not between Muslim women and the notion of cosmopolitanism, and what then the implications would be for democratic citizenship education and Islamic education. One of the main findings of the dissertation is that the intent to understand Muslim women’s education and the rationales of their educational contexts and practices opens itself to a plurality of interpretations that reflects the pluralism of understanding constitutive of the practices of Islam both within and outside of cosmopolitanism. Another is that inasmusch as Muslim women have been influenced by living and interacting in a cosmopolitan society, cosmopolitanism has been shaped and shifted by Muslim women. By examining the concepts of knowledge and education in Islām, and exploring the gaps between interpretations of Islam and Qur’anic exegesis, I hope to demystify many of the (mis)perceptions associated with Muslim women, and ultimately with Islām. And finally, by examining how Islamic education can inform a renewed cosmopolitanism, and by looking at how democratic citizenship education can shape a renewed Islamic education, the eventual purpose of this dissertation is to find a way towards peaceful co-existence.

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19

Benn, Tansin. "Exploring experiences of a group of British Muslim women in initial teacher training and their early teaching careers." Thesis, Loughborough University, 1998. https://dspace.lboro.ac.uk/2134/6882.

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20

Elnour, Awatif M. "LEARNING IN THE COMPANY OF WOMEN: THE INTERSECTION OF RACE, GENDER, AND RELIGION IN THE EDUCATIONAL AND CAREER EXPERIENCE OF IMMIGRANT PROFESSIONAL SUDANESE MUSLIM WOMEN IN THE UNITED STATES." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1354658748.

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21

Georgiadou, Keratso [Verfasser]. "The Role of Computer Education in the Social Empowerment of Muslim Minority Women in Greek Thrace / Keratso Georgiadou." Frankfurt a.M. : Peter Lang GmbH, Internationaler Verlag der Wissenschaften, 2017. http://d-nb.info/1129544702/34.

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22

Delahunty, Susan. "Portraits of Middle Eastern Gulf female students in Australian universities." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2013. https://ro.ecu.edu.au/theses/585.

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This research explores the experiences and insights of ten Middle Eastern Gulf women as they cross international borders to study in Australian universities. The literature indicates that international students in Australia establish their identity within the context of their overseas existence. This is particularly important as Muslims may feel they are being placed in a precarious situation due to, more often than not, terrorism being linked to Islam. Also, when Muslim women wear Islamic or traditional attire, the general public tends to look upon them with curiosity. With this in mind, the complex and changed contexts faced by ten Middle Eastern Gulf female post-graduate students are investigated using qualitative research methods. Utilising a grounded theory approach to interpret data and identify themes from two online questionnaires and personal interviews, individual portraits are created to illuminate their experiences. The research findings reveal new knowledge indicating that education is a structured mechanism for the participants, resulting in the creation of a new hybrid self as a key instrument for survival. This enables them to better understand cultural contexts and barriers arising from class, tradition, religion and learning. The participants indicate that a two-way agreement between educators and learners is paramount to a smooth transition into the Australian education system and a positive return to their home communities.

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Eraikat, Abdul K. "Education in the Arab-Islamic world." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2008. https://ro.ecu.edu.au/theses/243.

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Education in the Arab countries is discussed in the light of ongoing international educational reform. It is argued that education in the Arab/Muslim world faces serious problems. Educational reform cannot be achieved in isolation; it has to be part of a full scale reform that tackles social, economic and cultural issues. It is contended that cultural values, economic, social and political factors in the Arab/Muslim societies have contributed a great deal to the backwardness of education within Arab/Muslim societies. Questions such as whether Arabs/ Muslims could cope with the new trends in education, and whether they would be able to respond to the new ICT revolution and globalisation are addressed. It is also argued that Arabs/Muslims respond to globalisation and ICT in different ways each according to their perspective. This paper explores in detail the factors that shape education in the Arab world. It also attempts to shed light on relations between Arabs/Muslims and the West, considering how they have understood or misunderstood each other throughout the course of history. It is argued here that globalisation has been understood as Westernisation in the Arab/Islamic world due to a long history of mistrust and misunderstanding between the two. However, before undertaking this exploration, a brief summary of the historical background of Arabs I Muslims is provided.

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Baldé, Aissatou MBambé. "The schooling experiences of Fulani Muslim girls in the Fouta Djallon Region of Guinea : forces influencing their retention in a rural secondary school of Dalaba /." Ohio : Ohio University, 2004. http://www.ohiolink.edu/etd/view.cgi?ohiou1103142410.

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25

Saad, Fatihiya Migdad. "The underrepresentation of Muslim women in Higher Education : a case study of the causes and opportunities for change in Uganda." Thesis, University of Leicester, 2014. http://hdl.handle.net/2381/29314.

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A mixed methods research focusing on the feminist perspective was applied using an adaptation of Bronfrenbrenner’s (2005) ecological cycle to investigate the causes and appropriate responses to the underrepresentation of the Ugandan Muslim Woman in the field of higher education. The premise of the study was based upon human rights. The UN Millennium Development Goals Report (2007) suggested that despite the leaps and bounds female emancipation groups were taking toward a free, fair and equitable environment toward education, women still fared poorly in accessing higher education. Equality of access to and attainment of educational qualifications was necessary if more women were to become agents of change since education for girls was argued to be the single most effective way of alleviating poverty (King 1993). However, "Traditional cultures and sexist stereotypes diffused by media and religious extremists often affect girls' access to education; dropout rates and professional or higher education opportunities" (UN Report 2003). Notwithstanding Uganda’s affirmative action policies that openly favoured women’s progress in education, various factors adapted from Bronfrenbrenner’s ecological cycle (2005) were found to combine to lower the academic performance and aspirations of girls even when they did remain in school. An online questionnaire and semi structured in depth interviews captured women’s voices at Makerere University, Uganda and these were qualitatively analysed and coded into themes which were identified as enablers, barriers and strategies adapted by Muslim women in their pursuit of higher education. Interestingly enough religion and culture were perceived as both barriers and enablers depending on the attitudes and perceptions of different families. It is hoped that the findings of this study would subsequently make a significant contribution, so that women’s education is more effectively represented as a means towards achieving targets set by several mandates including the Millennium development goals (MDG’s), Education for All (EFA) and Widening Participation into higher Education.

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Jones, Pamela Nicolette Louise. "Secularising the veil : a study of legal and cultural issues arising from the wearing of the Islamic headscarf in the Affaire Du Foulard in France /." [St. Lucia, Qld.], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18268.pdf.

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27

Danfulani, Chikas [Verfasser], and Franz [Akademischer Betreuer] Kogelmann. "The Re-implementation of Sharia in Northern Nigeria and the Education of Muslim Women 1999-2007 / Chikas Danfulani. Betreuer: Franz Kogelmann." Bayreuth : Universität Bayreuth, 2013. http://d-nb.info/1059908298/34.

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Taqi, Fatmatta B. "Breaking barriers : women in transition : an investigation into the new emerging social sub-group of professional Muslim women in Sierra Leone." Thesis, Anglia Ruskin University, 2010. http://arro.anglia.ac.uk/266832/.

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Sierra Leone is in transition to peace and development, from a previous decade long civil war. Educated Muslim women appear to have a great deal of expression, interest and passion to offer the process. The study investigates the new emerging social sub group of professional Muslim women in Sierra Leone society and explores their views and experiences of identifying and attempting to overcome the burdens of patriarchy, oppression and exploitation perpetrated by religious, social and cultural beliefs. The research and thesis consider in what ways these women and their views ‘fit’ in or challenge society and their perceptions of the potential they have as models to impact on the lives of Sierra Leonean Muslim women nationwide. Using feminist influenced research practices in order to focus on the stories and voices of these women, the study contributes to the growth of knowledge related to the emergent changing roles and perceptions of Muslim women in present day Sierra Leone. This qualitative and interdisciplinary research develops a critical focus and deliberately combines literary sources in an informative context, with feminist research methods of interviews and focus groups on issues of gender equality and empowerment. Through the interviews and focus group discussions conducted, the research portrays the perceptions of the emerging social sub group of professional Muslim women, a cross section of grass-root Muslim women and a selection of male Muslims regarding empowerment, knowledge, culture, independence and oppression. These are also illustrated as the ways the participants embrace the concept of feminism and adapt it by drawing on their Sierra Leonean, Islamic, cultural and social traditions. The research examines the various ideologies that stifle the growth of Sierra Leonean Muslim women from their perspective and it analyses the strategies used by the professional women to tackle the oppressive and repressive customs and stand up against patriarchy. It was discovered through the findings that the research gives an insight into the determination and the conviction of professional Muslim women in advocating for social change and in making their voices heard. As an outcome, it is evidenced that this emerging social sub group of Muslim women appear to be inspiring self-development moves and changes not only among the uneducated grass-root majority, but in the fold of their Muslim men-folk, resulting in a visible impact of self development and self empowerment among Sierra Leonean Muslim women.

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Sheridan, Debi. ""It is not in the Stars to Hold our Destiny but in Ourselves": Tales of Saudi Muslim Women Maintaining their Identities in U.S. Higher Education." DigitalCommons@USU, 2015. https://digitalcommons.usu.edu/etd/4635.

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The objective of these oral histories was to examine, explain and reveal the success of a small group of Saudia (female Saudis) whose studies at a mid-Western American university through the medium of English (their second or third language). Four students were randomly selected from a group of volunteers, based on their successful completion of the English as a Second Language (ESL) program, plus a year of other academic classes in the university. One student, who had not completed the ESL program, was admitted to the master of English program having passed the Test of English as a Foreign Language (TOEFL) test at the required level. The student participants were interviewed a number of times in the course of the study and after the completion of the writing to check the evidence. The interviews were semi-structured to allow the participants to expand as they desired. The data was analyzed using the theories of Islamic feminism and intersectionality to discover how the students were able to succeed in a profoundly different school and social culture as an English Language Learner (ELL) where many other ELLs fail to complete a degree program. Attention was focused on the participants explanations of their successes, failures and challenges.

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Shaikh, Khanum. "New expressions of religiosity a transnational study of al-Huda International /." Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=1998391871&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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Taqi, Fatmatta B. "An investigation into the new emerging social sub group of professional Muslim women in Sierra Leone." Thesis, Anglia Ruskin University, 2010. https://arro.anglia.ac.uk/id/eprint/266832/1/Taqi_Breaking_barriers_phd.pdf.

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Sierra Leone is in transition to peace and development, from a previous decade long civil war. Educated Muslim women appear to have a great deal of expression, interest and passion to offer the process. The study investigates the new emerging social sub group of professional Muslim women in Sierra Leone society and explores their views and experiences of identifying and attempting to overcome the burdens of patriarchy, oppression and exploitation perpetrated by religious, social and cultural beliefs. The research and thesis consider in what ways these women and their views ‘fit’ in or challenge society and their perceptions of the potential they have as models to impact on the lives of Sierra Leonean Muslim women nationwide. Using feminist influenced research practices in order to focus on the stories and voices of these women, the study contributes to the growth of knowledge related to the emergent changing roles and perceptions of Muslim women in present day Sierra Leone. This qualitative and interdisciplinary research develops a critical focus and deliberately combines literary sources in an informative context, with feminist research methods of interviews and focus groups on issues of gender equality and empowerment. Through the interviews and focus group discussions conducted, the research portrays the perceptions of the emerging social sub group of professional Muslim women, a cross section of grass-root Muslim women and a selection of male Muslims regarding empowerment, knowledge, culture, independence and oppression. These are also illustrated as the ways the participants embrace the concept of feminism and adapt it by drawing on their Sierra Leonean, Islamic, cultural and social traditions. The research examines the various ideologies that stifle the growth of Sierra Leonean Muslim women from their perspective and it analyses the strategies used by the professional women to tackle the oppressive and repressive customs and stand up against patriarchy. It was discovered through the findings that the research gives an insight into the determination and the conviction of professional Muslim women in advocating for social change and in making their voices heard. As an outcome, it is evidenced that this emerging social sub group of Muslim women appear to be inspiring self-development moves and changes not only among the uneducated grass-root majority, but in the fold of their Muslim men-folk, resulting in a visible impact of self development and self empowerment among Sierra Leonean Muslim women.

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Khariroh, Khariroh. "The Women's Movement in Indonesia's Pesantren: Negotiating Islam, Culture, and Modernity." Ohio University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1275938710.

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Balde, Aissatou MBambe. "The Schooling Experiences Of Fulani Muslim Girls In The Fouta Djallon Region Of Guinea: Forces Influencing Their Retention In A Rural Secondary School Of Dalaba." Ohio University / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1103142410.

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34

Borker, Hem. "Educational journeys and everyday aspirations : making of 'kamil momina' in a girls' madrasa." Thesis, University of Oxford, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.711987.

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35

Smith, Ruth Marie. "Young Somali Women and Narrative Participatory Photography: Interrupting Fixed Identities through Dumarka Soomaaliyeed Voices Unveiled." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1406883242.

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36

Mendoza, Carmona Blanca Edurne. "Historias y trayectorias de éxito académico. Jóvenes musulmanas de origen marroquí en la educación superior de Cataluña." Doctoral thesis, Universitat Autònoma de Barcelona, 2017. http://hdl.handle.net/10803/457980.

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Investigaciones previas han abordado el tema de la presencia de las y los hijos de inmigrantes marroquíes en el sistema educativo español demostrando cómo estos hacen frente a diversos problemas relacionados con bajos niveles de acreditación y una menor continuidad escolar en comparación con sus compañeros autóctonos. No obstante, estos trabajos se han enfocado sobre todo en las condiciones que promueven el fracaso académico, invisibilizando las trayectorias de éxito de aquellos estudiantes que han tenido un buen desempeño y una continuidad hasta la educación superior. Además, no han profundizado demasiado en los factores que definen las experiencias académicas de las y los estudiantes lo que deja un vacío empírico importante si tenemos en cuenta que el género condiciona las respuestas de escolarización. Otro elemento poco estudiado ha sido el de la religión y la forma en la que esta incide en las trayectorias académicas del alumnado musulmán de origen marroquí pero particularmente en las trayectorias de las estudiantes. Finalmente, en el contexto español la mayor parte de estas investigaciones se han centrado en los niveles obligatorios y postobligatorios por lo que al momento tenemos muy poca información relacionada con las trayectorias de este alumnado dentro de la educación superior. La presente investigación tiene como objetivo conocer qué elementos favorecen la construcción de trayectorias académicas exitosas de las jóvenes musulmanas de origen marroquí, entendiendo como ‘trayectorias académicas exitosas’ aquellas que han logrado desarrollarse hasta la universidad. El análisis desarrollado parte del trabajo etnográfico llevado a cabo dentro de diversas asociaciones estudiantiles y en plataformas de redes sociales (Facebook y WhastApp), así como los relatos biográficos de diecisiete jóvenes universitarias de origen marroquí. Los resultados obtenidos muestran como aquellas condiciones que han promovido el éxito académico de estas jóvenes muchas veces son originadas por situaciones de discriminación y subordinación que ellas han transformado en oportunidades para alcanzar sus expectativas académicas y personales. En este sentido, la educación superior ha originado una redefinición de sus identidades como jóvenes musulmanas españolas de origen marroquí. Estas estudiantes han desarrollado una identidad híbrida y flexible que les permite preservar sus valores culturales y religiosos al mismo tiempo que adoptar ciertos elementos de la sociedad mayoritaria para ser reconocidas como parte de esta. Para lograrlo han utilizado su éxito académico, su imagen personal y su participación social para representar una imagen revitalizada y positiva del Islam y de la comunidad marroquí con la finalidad de erradicar situaciones de desigualdad y discriminación, particularmente hacia las mujeres musulmanas que viven en este contexto. Con esta investigación hemos buscado no sólo poner en relieve aquellos elementos que han favorecido las trayectorias de estas estudiantes sino también hacer visible la capacidad que tienen para incidir en sus contextos más cercanos a partir de su éxito académico, así como las constantes reivindicaciones que llevan a cabo.
Previous research has addressed the issue of the presence of the children of Moroccan immigrants in the Spanish educational system demonstrating how they face various difficulties related to low levels of accreditation and lower school continuity compared to their native peers. However, these researches have focused mainly on those conditions that contribute to academic failure, making invisible the successful trajectories of those students who have performed well in school and have continued towards higher education. Furthermore, they have not delved into the elements that define the academic experiences of men and women, leaving a significant empirical gap if we consider that gender conditions the responses of schooling. Another element little studied has been the religion and the way in which it affects the academic trajectories of the Muslim students of Moroccan origin, in particular those of the female students. Last, in the Spanish context most of these researches have focused on compulsory and post-compulsory levels, so at the moment we have very little information related to the trajectories of Moroccan origin students in higher education. The present research aims to identify the elements that contribute to the academic success of young Muslim women from Moroccan origin, understanding as ‘successful academic trajectories’ those who have carry on until higher education. The study is based on an ethnographic work carried out within various student associations and on social networking platforms (Facebook and WhatsApp), as well as in the life stories of seventeen young female students. The results show that the conditions that have promoted the academic success of these young women are often originated by situations of discrimination and subordination that they have transformed into opportunities to achieve their academic and personal expectations. In this sense, higher education has motivated a redefinition of their identities as young Spanish Muslims of Moroccan origin. These students have developed a hybrid and flexible identity that allows them to preserve their cultural and religious values, and at the same time adopt certain elements from the mainstream society so they can be recognized as part of it. To achieve this, they have used their academic success, their personal image and their social participation to represent a positive and revitalized image of Islam and the Moroccan community with the aim of eradicating situations of inequality and discrimination, especially towards Muslim women living in Spain. With this research we have sought not only to highlight those elements that have encouraged the trajectories of these students, but also to make visible their ability to influence their closest contexts based on their academic success, as well as the constant vindications they make.

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Watt, Diane P. "Juxtaposing Sonare and Videre Midst Curricular Spaces: Negotiating Muslim, Female Identities in the Discursive Spaces of Schooling and Visual Media Cultures." Thèse, Université d'Ottawa / University of Ottawa, 2011. http://hdl.handle.net/10393/19973.

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Muslims have the starring role in the mass media’s curriculum on otherness, which circulates in-between local and global contexts to powerfully constitute subjectivities. This study inquires into what it is like to be a female, Muslim student in Ontario, in this post 9/11 discursive context. Seven young Muslim women share stories of their high schooling experiences and their sense of identity in interviews and focus group sessions. They also respond to images of Muslim females in the print media, offering perspectives on the intersections of visual media discourses with their lived experience. This interdisciplinary project draws from cultural studies, postcolonial feminist theory, and post-reconceptualist curriculum theorizing. Working with auto/ethno/graphy, my own subjectivity is also brought into the study to trouble researcher-as-knower and acknowledge that personal histories are implicated in larger social, cultural, and historical processes. Using bricolage, I compose a hybrid text with multiple layers of meaning by juxtapositing theory, image, and narrative, leaving spaces for the reader’s own biography to become entangled with what is emerging in the text. Issues raised include veiling obsession, Islamophobia, absences in the school curriculum, and mass media as curriculum. Muslim females navigate a complex discursive terrain and their identity negotiations are varied. These include creating Muslim spaces in their schools, wearing hijab to assert their Muslim identity, and downplaying their religious identity at school. I argue for the need to engage students and teacher candidates in complicated conversations on difference via auto/ethno/graphy, pedagogies of tension, and epistemologies of doubt. Educators and researchers might also consider the possibilities of linking visual media literacy with social justice issues.

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Costley, Carol. "Women, music & culture : equality issues in music education at Key Stage Three." Thesis, University of Surrey, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.260254.

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39

Wendel-Caraher, Esther. "Feeling silenced as a woman in music education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0011/MQ42114.pdf.

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40

Shifflet, Brian R. "A History of Ten Influential Women in Music Education 1885-1997." Bowling Green State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1182255855.

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41

Purslow, Vicki T. "Women administrators supervising departments and divisions of music in California community colleges." Scholarly Commons, 1996. https://scholarlycommons.pacific.edu/uop_etds/2792.

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The purpose of this study was to investigate the impact that the affirmative action principle of equal employment opportunity for women administrators of music departments has had on the California Community College system. Specifically, the study examined female music department chairs and division deans of the performing arts (whose assignment includes supervising music departments) to determine if there had been any change in the ratio between male and female administrators from 1970 to the present. The study also investigated demographic, psychological, and organizational factors that may present barriers for women seeking positions within higher education administration. Barriers identified in previous studies were compared to those identified in this study to determine whether they have been eliminated or remain or have been replaced with new ones. The female music department chairs and performing arts deans were surveyed by mail and interviewed by telephone. The data were gathered, presented, and analyzed, with portions compared to the findings of similar previous studies and publications from the California Postsecondary Education Commission. The data were presented categorically by theme, including gender and ethnic diversity; education and teaching experience; administrative experience; influence of organizational factors; methods of recruitment; role of mentors; facilitators and barriers to career achievement; value of gender equity; perceptions of affirmative action; and building an administrative career. This study found that the percentages of women and female minorities have increased since the implementation of affirmative action. The findings further indicate that although effective, affirmative action does not address all issues that result in gender and racial inequities. Other intervention is necessary, including development of mentorship programs, active recruiting of female students in non-traditional areas of study, and elimination of gender biases in the teaching of children and adults.

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Varma, Anushree. "The embroidered word : using traditional songs to educate women in India." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ29518.pdf.

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43

Genshaft, Carole Miller. "Symphonic poem a case study in museum education /." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1196175987.

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44

Marcho, Trevor K. "Socially Responsible Music Repertoire: Composer Gender Diversity in Instrumental Ensembles." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1593085683940817.

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45

Patterson, DeAnna Rose. "A History of Three African-American Women Who Made Important Contributions to Music Education Between 1903 and 1960." Bowling Green State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1182182858.

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46

Kincade, Marsha Croskey. "A Biography of Virginia McChesney with Emphasis on Her Role as a Female School Band Director in Southwest Virginia from 1930-1964." Bowling Green State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1367581580.

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Click, Sally Evelyn. "Melvene Draheim Hardee music maker and dreamer of dreams /." Bowling Green, Ohio : Bowling Green State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1237838404.

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Fischer, Sarah Hope. "Career Intentions and Experiences of Pre- and In-Service Female Band Teachers." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1365793694.

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Saeed, Tania. "Education, Islamophobia, and security : narrative accounts of Pakistani and British Pakistani women in English universities." Thesis, University of Oxford, 2013. http://ora.ox.ac.uk/objects/uuid:a16609c7-7f06-4926-afc8-ce2c8e9fc347.

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This thesis explores the experiences, encounters, responses and reactions to Islamophobia through a narrative study of forty female Pakistani and British students with a Pakistani heritage in universities across England. In exploring Islamophobia as a ‘racialised’ phenomenon, the participant narratives locate the experiences and encounters of Islamophobia within their ‘intersubjective’ realities, across various ‘communities’ of ‘discourse.’ These realities are informed by the wider socio-political milieu of a war against Al Qa’ida and its affiliates that ‘securitizes’ the Muslim and Pakistani identity(s) particularly in Britain. The university is also implicated in the counter terrorism agenda of the state, depicted as a ‘vulnerable’ space for radicalizing students. However, females in this discussion are predominantly absent within the academic and public narratives. Therefore, this research will explore the experience of Islamophobia, the way it is perceived by the British/Pakistani/Muslim/female student, and the way students respond and react to it within the university. The research employs a narrative method of inquiry. The narrative analysis is informed by a Bakhtinian notion of ‘dialogics’ to explore the multiplicity of ‘meanings’ that emerge through individual accounts of Islamophobia located within their public and private realms. In exploring these narratives the thesis illustrates how ‘degrees of religiosity’ influences encounters and experiences of Islamophobia, and highlights responses and reactions of students to such experiences, that include individual and group activism to challenge Islamophobia and the insecure meta-narrative about Muslims and terrorism. The research further focuses on both the religious identity of the Muslim student, and their problematic ethnic identity, Pakistani demonstrating how in a securitized socio-political milieu Muslim students are further vulnerable to experiences of Islamophobia, in the form of Pakophobia, where both their religious and ethnic identities are held suspect. These narratives have implications for the emerging understanding of Islamophobia as a ‘racialised’ phenomenon. They further have implications for universities that are encouraged to participate in the government’s counter-terrorism agenda. The narratives by locating the research within the particularities of a wider socio-political milieu that ‘racialises’ and ‘securitizes’ Muslims raises critical questions about the nature of discrimination in a post 9/11, 7/7 era that may have repercussions for other Muslim minority groups.

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Evans, Laura E. "Eating Our Words: How Museum Visitors and a Sample of Women Narratively React to and Interpret Lauren Greenfield's THIN." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1299860725.

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