"Bhal Suwali," "Bhal Ghor": Muslim Families Pursuing Cultural Authorization in Contemporary Assam

Autor/in	Hussain, Saba
Titel	"Bhal Suwali," "Bhal Ghor": Muslim Families Pursuing Cultural Authorization in Contemporary Assam
Quelle	In: Gender and Education, 33 (2021) 7, S.830-846 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hussain, Saba)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0954-0253
DOI	10.1080/09540253.2020.1773409
Schlagwörter	Muslims; Females; Access to Education; Educational Attainment; School Districts; Parent Attitudes; Religious Factors; Islamic Culture; Family Characteristics; Femininity; Poverty; Gender Differences; Occupational Aspiration; Marriage; Educational Attitudes; Social Class; Religious Education; Institutional Characteristics; Foreign Countries; Daughters; Parent Child Relationship; India + Suchen Sie Ihr Suchwort? Muslim; Muslimin; Weibliches Geschlecht; Education; Access; Bildung; Zugang; Bildungszugang; Bildungsabschluss; Bildungsgut; School district; Schulbezirk; Elternverhalten; Islam; Kultur; Femaleness; Weiblichkeit; Armut; Geschlechterkonflikt; Berufsneigung; Berufsziel; Ehe; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Social classes; Soziale Klasse; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Ausland; Daughter; Tochter; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Indien
Abstract	There appears to be a globally unifying discourse that suggests Muslim communities are not supportive of girls' education. This paper aims to destabilize such a discourse by inserting the narratives of Muslim parents pursuing girls' education in Assam's Nagaon district. By paying attention to the concepts of "bhal suwali" (good girlhood) and "bhal ghor" (good family) articulated by parents in my study, this paper connects the performances of certain types of gender practices with the pursuit of class aspirations. It shows that good girlhood works as symbolic capital that helps Muslim parents to culturally authorize their daughters as legitimate actors in the field of education, while legitimizing themselves as good family. This paper draws attention to three practices of respectable femininity through which good girlhoods are enacted in the field of education, namely: negotiating poverty respectably, prioritizing gendered discipline, and merging career aspirations with marital prospects. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01