Jump to ContentJump to Main Navigation
Gendered ParadoxesEducating Jordanian Women in Nation, Faith, and Progress$
Users without a subscription are not able to see the full content.

Fida Adely

Print publication date: 2012

Print ISBN-13: 9780226006901

Published to Chicago Scholarship Online: September 2013

DOI: 10.7208/chicago/9780226006925.001.0001

Show Summary Details
Page of

PRINTED FROM CHICAGO SCHOLARSHIP ONLINE (www.chicago.universitypressscholarship.com). (c) Copyright University of Chicago Press, 2018. All Rights Reserved. Under the terms of the licence agreement, an individual user may print out a PDF of a single chapter of a monograph in CHSO for personal use (for details see www.chicago.universitypressscholarship.com/page/privacy-policy).date: 19 December 2018

Ambiguous Times and Spaces

Ambiguous Times and Spaces

Chapter:
(p.11) One Ambiguous Times and Spaces
Source:
Gendered Paradoxes
Author(s):

Fida J. Adely

Publisher:
University of Chicago Press
DOI:10.7208/chicago/9780226006925.003.0001

This chapter focuses on the representation of women’s educational attainment as a development paradox in Jordan and the Middle East. The paradox is in keeping with a larger industry of defining Arab Muslim women in terms of development problems to be addressed through the expertise of development institutions. It is also clearly linked to a persistent and historical discourse about the Middle East, which characterizes its women as oppressed and powerless victims and its culture as retrograde. The global preoccupation with education in the region has figured strongly in such representations, with the state of education being linked to extremism, cultural backwardness, and even violence. Despite the important contributions of scholars studying women in the region over the past few decades, the popular image of Arab Muslim women continues to be that they are oppressed, weak, and passive victims.

Keywords:   educational attainment, development paradox, Jordan, Middle East, Arab Muslim women, development institutions, historical discourse

Chicago Scholarship Online requires a subscription or purchase to access the full text of books within the service. Public users can however freely search the site and view the abstracts and keywords for each book and chapter.

Please, subscribe or login to access full text content.

If you think you should have access to this title, please contact your librarian.

To troubleshoot, please check our FAQs, and if you can't find the answer there, please contact us.