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Gendered ParadoxesEducating Jordanian Women in Nation, Faith, and Progress$
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Fida Adely

Print publication date: 2012

Print ISBN-13: 9780226006901

Published to Chicago Scholarship Online: September 2013

DOI: 10.7208/chicago/9780226006925.001.0001

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Performing Patriotism: Rituals and Moral Authority in a Jordanian High School

Performing Patriotism: Rituals and Moral Authority in a Jordanian High School

(p.57) Three Performing Patriotism: Rituals and Moral Authority in a Jordanian High School
Gendered Paradoxes

Fida J. Adely

University of Chicago Press

This chapter argues that the ambiguities of national symbols, particularly when read through a gendered analysis, function to challenge the regime’s national narrative and its efforts to be authoritative. Schools are critical in this respect, both as a stage for regime-sponsored performances of its narrative and displays of state power and, paradoxically, as a space for the diffusion and potential weakening of the terms of the state discourse. In the labor of implementing state-mandated patriotic performances and rituals, representatives of the state, particularly, local bureaucrats and state educators, at times highlight the tenuous nature of their symbolic content and open the door for resistance to the intended meanings. Gender roles and the status of women continue to be integral to constructions of national and religious authenticity, while the development of women simultaneously stands as a marker of the nation’s progress.

Keywords:   national symbols, gendered analysis, national narrative, state power, state discourse, gender roles

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