Centering relational-meaning making and self-understanding

IF 2.5 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Natasha Hakimali Merchant
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引用次数: 0

Abstract

The Muslim woman who writes about Muslim women is never fully able to write away from the voyeuristic gaze fixated on saving, pitying, or vilifying the Muslim girl/woman. If one documents Muslim women’s advocacy, then they risk reifying the trope of the brave/liberated Muslim woman (subtext: liberated from the barbaric Muslim man and misogynistic religion); if one documents instances of how Muslim women navigate patriarchy in their lives, then one can prop-up notions of Muslim woman as victim. While this bind is not unique to Muslim women, scholarship on Muslim women and girls within the field of education often falls into the deeplydug ditches of dehumanizing narratives. Stories We Live and Grow By: (Re)telling Our Experiences as Muslim Mothers and Daughters by Muna Saleh is one such exception. Instead of starting her book with the sociopolitical context of Islamophobia (which is often done in studies of Muslims in the West), Saleh begins her book with memories of her childhood home and, in particular, reflection on the trees that were planted and grew around her. Through this recollection, Saleh sets the tone of an introspective work weaving between memory, transcripts, poetry, and process/analysis. It is clear from the first chapter that this text is not written as a response to anti-Muslim sentiment or as a plea for the reader to humanize the Muslim subject. Instead, Saleh centers her wonderings from a desire for greater self and communal understanding. Using the flourishing of trees as a primary metaphor, Saleh describes stories as the nurturing of soil, allowing shape and growth for the metaphoric trees. She reflects on the ways in which intergenerational stories inhabit the self while also wondering how others who share her subjectposition live within their own stories. She explores this wondering by engaging three pairs of Muslim mothers and daughters whom she terms her “co-inquirers.” Through multiple sessions of story-telling, Saleh grows a close bond with her co-inquirers in which the stories that are retold are done so relationally.
以关系为中心——意义制造和自我理解
写穆斯林妇女的穆斯林妇女永远无法完全摆脱对拯救、怜悯或诋毁穆斯林女孩/妇女的偷窥目光。如果有人记录穆斯林妇女的主张,那么他们就有可能将勇敢/解放的穆斯林妇女的比喻具体化(潜台词:从野蛮的穆斯林男人和厌恶女性的宗教中解放出来);如果有人记录了穆斯林妇女在生活中如何驾驭父权制的例子,那么他就可以支持穆斯林妇女是受害者的观点。虽然这种束缚并不是穆斯林妇女所独有的,但在教育领域,关于穆斯林妇女和女孩的学术研究经常陷入非人性化叙事的深沟中。《我们生活和成长的故事》(重读)穆纳·萨利赫的《讲述我们作为穆斯林母亲和女儿的经历》就是这样一个例外。她的书并没有从伊斯兰恐惧症的社会政治背景开始(这在西方的穆斯林研究中经常出现),而是以她童年的家庭回忆开始,尤其是对周围种植和生长的树木的反思。通过这段回忆,Saleh设定了一部内省作品的基调,将记忆、文本、诗歌和过程/分析交织在一起。从第一章可以清楚地看出,这篇文章并不是为了回应反穆斯林的情绪而写的,也不是为了请求读者把穆斯林这个主题人性化。相反,萨利赫将她的好奇集中在对更大的自我和社区理解的渴望上。以树木繁茂为主要隐喻,萨利赫将故事描述为土壤的培育,使隐喻中的树木得以成形和生长。她反思了代际故事如何影响自我,同时也想知道其他与她有同样主题的人是如何在自己的故事中生活的。她通过接触三对穆斯林母女来探索这个疑惑,她称她们为“共同询问者”。通过多次讲故事,萨利赫与她的共同询问者建立了密切的联系,在这种联系中,故事的复述是相互关联的。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Theory and Research in Social Education
Theory and Research in Social Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.30
自引率
30.80%
发文量
36
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