Beyond the canon: un-learning the “Muslim woman” in UK higher education classroom with a “pedagogy of opacity”

Abstract

My contribution to this special issue is non-orthodox. Far from Islamic Feminism's hermeneutics, and bearing in mind the limitations of anthropological works and representative paradigms in Orientalist critique, I take cues from postcolonial scholar Edouard Glissant’s (1990) seminal work, Poetics of Relations, notably his notions of détour, retour, and érrance, and draw on my experience in teaching gender studies in relation to the Middle East in UK higher education institutions to posit a “pedagogy of opacity” when producing knowledge on Othered bodies —in this instance, the fictive category of the “Muslim woman”. We see how a pedagogy of opacity forces home, self, and early mis/information about the other to realign and confront each other. This triadic realignment showcases the workings of home (the UK)—not of a geographically distant Islamic culture—in the manufacturing of the Muslim woman Other.