Arranged Empowerment Versus Empowering Arrangements: Narratives of Muslim Women Teachers From Pakistani Rural Communities

Abstract

The issue of education for Muslim women has become central to many global discourses and policies focusing on Muslim countries. These paradigms present education for Muslim women as the solution to issues ranging from poverty to religious extremism. Embedded in these narratives is not only the image of Muslim women as oppressed victims of their culture, but also the image of Islam as a patriarchal religion. Education becomes an instrument to empower these women through enabling them to challenge their “oppressive” cultural and Islamic traditions. In other words, education becomes a site, tool, and institution to arrange the empowerment of Muslim women against their families, communities, and Islam.