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Feminist Pedagogy in Islamic Studies

Submitted to Program Units
1: Islam, Gender, Women Unit and Study of Islam Unit

Saadia Yacoob, Williams College, Presiding

Abstract for Online Program Book (maximum 150 words)

This session focuses on tangible teaching methods, assignments, classroom activities, curriculum design that foster a feminist pedagogical approach to the Islamic Studies classroom. The presenters will share a specific pedagogical tool and discuss its application in the classroom, rather than presenting about feminist pedagogy in Islamic studies. The presentations will be followed by group discussions, emphasizing hands-on approaches, activities, and assignments that engage students in critical thinking and reflection contribute to creating an inclusive and empowering learning environment.

Papers

  • Alina Jabbari, American University of Iraq, Sulaimani

    ‘Talk to your elders’: Students’ own families as the location to draw from and analyze gendered Muslim realities in the Kurdish Region of Iraq

    Abstract

    In this paper I will reflect on my experiences, lessons and insights teaching Islam & Gender at the American University of Iraq-Sulaimani and which pedagogical tools I applied to foster a feminist pedagogical approach to the Islamic Studies classroom. I will do so by reflecting on the specifics of teaching ‘Islam & Gender’ at an English speaking university in a Muslim majority context and which pedagogical tools I used.  I will specifically zoom in on the assignments I designed and the teaching methods inside the classroom to ensure that their voices and stories were at the center of their learning journey, and that the content remained culturally responsive and meaningful.

  • Mahjabeen Dhala, Graduate Theological Union

    Inclusive and Feminist Pedagogy in Islamic Studies: Empowering Experiences.

    Abstract

    My training in Islamic theology and women’s studies has awarded me a unique opportunity to develop a pedagogical paradigm that integrates the Qur’anic notion of prophetic pedagogy with bell hooks’s concept of a “holistic and engaged pedagogy,” aimed at fostering discourse in an Islamic studies classroom. Prophetic pedagogy, as I interpret it based on Q 62:2, encompasses a pedagogical approach that informs, unforms, reforms, and transforms learning communities. In this paper, I will focus on three key pedagogical elements of my Intro to Islam class: a required assignment, a classroom activity, and a curriculum design feature. These components are guided by feminist pedagogical principles that prioritize engaging bodies and experiences alongside intellectual inquiry. Through their implementation, I advocate for a learning environment that celebrates diversity and inclusion, embraces holistic engagement, and champions justice by critically examining prevailing gender, race, and sectarian biases within Islamic scholarship, both historical and contemporary.

  • Jannatul Maoa,

    Writing Our Desire

    Abstract

    My proposal advocates for a transformative approach to Islamic Studies, emphasizing the significance of interdisciplinary methodologies, visual studies, and creative storytelling. It explores the challenges posed by epistemic colonization, urging a shift from reactionary stance to proactive action. Drawing inspiration from Audre Lorde and Helene Cixous the proposal underscores the role of language in decolonization, urging a reevaluation of power dynamics in scholarly discourse. The integration of visual studies, exemplified through a visual essay on a Bangladeshi surfer, Nasima, offers a unique perspective on subaltern voices. The proposal also delves into the meaning of religious symbol highlighting spacial and contextual variations. Emphasizing the dynamism of Islamic Studies through the visual storytelling, the proposal concludes with a call for increased engagement with visual media in Islamic Studies courses, fostering a more immersive and enriching educational experience for students. 

  • Justine Howe, Case Western Reserve University

    Developing Student Voice and Expertise in the Islamic Studies Classroom

    Abstract

    This presentation focuses on an op-ed assignment for a writing-intensive seminar course, "Islam, Gender, and Sexuality." The assignment has three feminist pedagogical aims: to develop and hone student voice; facilitate critical reflection around authority and expertise; and to build a collaborative writing community. The broader goal is to empower undergraduate students to develop their own voices, to deepen their persuasive skills, and to seek additional venues for the articulation of their views within and outside the university.

Audiovisual Requirements

Resources

LCD Projector and Screen
Play Audio from Laptop Computer
Podium microphone

Full Papers Available

No
Program Unit Options

Session Length

2 Hours
Schedule Info

Sunday, 12:30 PM - 2:30 PM

Session Identifier

A24-215