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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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Making Girls into Respectable Women

Making Girls into Respectable Women

Chapter:
(p.111) Five Making Girls into Respectable Women
Source:
Gendered Paradoxes
Author(s):

Fida J. Adely

Publisher:
University of Chicago Press
DOI:10.7208/chicago/9780226006925.003.0005

This chapter shows how schools, in many respects, are also “disciplinary institutions,” with the purpose of molding young minds and shaping young bodies. In Bawadi al-Naseem, teachers and parents alike conceived of school as an extension of the family—as an allied social institution that, in addition to teaching academic subjects, was entrusted with the upbringing or tarbiyya of young women, according to a set of generally shared moral values. Most school officials took this responsibility quite seriously, and given the time girls spent in school, gender lessons at school were salient dimensions of their upbringing. Monitoring the behavior of students at al-Khatwa was not limited to teachers, however, as students too worked to keep the behavior of their peers in check. Indeed, both students and educators were actively engaged in defining the terms of gendered respectability through their everyday talk and practices.

Keywords:   disciplinary institutions, Bawadi al-Naseem, social institution, tarbiyya, gender lessons, al-Khatwa, gendered respectability

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