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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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Who Is a Good Muslim? Making Proper Faith in a Girls’ High School

Who Is a Good Muslim? Making Proper Faith in a Girls’ High School

(p.83) Four Who Is a Good Muslim? Making Proper Faith in a Girls’ High School
Gendered Paradoxes

Fida J. Adely

University of Chicago Press

This chapter analyzes the struggles between texts, teachers, and students to define proper Islamic mores in religion classes and beyond. At al-Khatwa, the debates about “true” Islamic teaching and what should be taught about Islam were enmeshed with similar struggles outside of school and specifically with a local da’wa or “piety” movement that made its way into school. All schools in Jordan require formal religious instruction; however, in the space of the school, religious instruction could also be quite informal. Although discussions about morality stemmed from multiple notions of respectability and progress that drew on notions of family honor, kin obligations, and tradition more generally, the author takes up the very explicit efforts of some actors within the al-Khatwa School to define what is Islamic and what proper Islamic behavior is for girls and young women.

Keywords:   Islamic mores, religion classes, al-Khatwa, Islamic teaching, da’wa, religious instruction, Islamic behavior

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