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Education & agency: Muslim women and the tensions of traditional & modern expectations.

機(jī)譯：教育與代理：穆斯林婦女與傳統(tǒng)與現(xiàn)代期望的張力。

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摘要

This hermeneutically crafted qualitative study examines how six university-educated middle-class Pakistani Muslim women negotiate the competing expectations of traditional Muslim culture and the emancipated ethos of the university. It uses Robert Kegan's constructive-developmental theory, whose Subject-Object scoring system distinguishes a person's predominant epistemology on a scale of five orders of consciousness, and concludes that for these women's sense of being it is important that they meet the two competing cultural claims made on them: (1) They must be a paragon of Muslim womanhood when called upon to respond to the Muslim ideal of female modesty, ethical morality, domestic competence, and social submissiveness because they are educated. (2) Aspiring toward and attaining the highest academic and professional degrees, they must participate in intellectually and personally rewarding activities with openness expected of a global citizen---because they are educated.;The study shows that these women mediate these two opposing cultural regimens according to their third and fourth orders of consciousness. For women constructing reality at the third order there appears to be a mismatch between their internal order of consciousness and the one that would be required to master the conflicting claims of college and home that bring tensions in their lives. However, the fourth-order women are able to take control of these tensions without implicating their inner psychological wellbeing, demonstrating that 'self-authorship' is not exclusively a Western but a way of being that can take its own distinct form in Muslim culture. This culturally distinct way of being helps them better to handle the challenges. In concluding educational implications of this study, it is outlined how Robert Kegan's theory, attentive to consciousness-expansion education, can support useful introspection on two aspects of the larger issues surrounding higher education for Muslim women: women's personal enhancement, and the current global drive to educate Muslim women for global peace, and to bridge the divide between Muslims and the West. The study is useful for international agencies and educators working in Muslim settings, because it gives hope that painful choices between personal, cultural, and international allegiances and responsibilities can be managed through informed educational practices.
機(jī)譯：這項(xiàng)由詮釋學(xué)精心制作的定性研究考察了六名受過(guò)大學(xué)教育的巴基斯坦中產(chǎn)階級(jí)穆斯林婦女如何就傳統(tǒng)穆斯林文化的競(jìng)爭(zhēng)期望和大學(xué)的解放精神進(jìn)行談判。它使用羅伯特·凱根（Robert Kegan）的建設(shè)性發(fā)展理論，其主觀客體評(píng)分系統(tǒng)以五個(gè)意識(shí)等級(jí)來(lái)區(qū)分一個(gè)人的主要認(rèn)識(shí)論，并得出結(jié)論，對(duì)于這些女性的存在感，重要的是她們必須滿足兩個(gè)相互競(jìng)爭(zhēng)的文化主張。在他們身上：（1）當(dāng)他們被要求對(duì)穆斯林的女性謙虛，道德道德，家庭能力和社會(huì)順從性的理想作出回應(yīng)時(shí)，必須成為穆斯林女性的典范。 （2）有志于并獲得最高的學(xué)歷和專業(yè)學(xué)位，她們必須以全球公民期望的開(kāi)放性參加智力和個(gè)人獎(jiǎng)勵(lì)活動(dòng)，因?yàn)樗齻兪苓^(guò)教育；研究表明，這些婦女調(diào)解了這兩種對(duì)立的文化根據(jù)他們的第三和第四級(jí)意識(shí)的養(yǎng)生方法。對(duì)于那些以三階建構(gòu)現(xiàn)實(shí)的女性來(lái)說(shuō)，她們的內(nèi)在意識(shí)秩序與掌握大學(xué)和家庭之間相互矛盾的主張所需要的意識(shí)秩序似乎不匹配，這種主張給她們的生活帶來(lái)了壓力。但是，四階婦女能夠控制這些緊張局勢(shì)而又不牽涉其內(nèi)在的心理健康，這表明“自居”不僅是西方人，而是一種可以在穆斯林文化中表現(xiàn)出自己獨(dú)特形式的生活方式。這種文化上獨(dú)特的存在方式可以幫助他們更好地應(yīng)對(duì)挑戰(zhàn)。在總結(jié)本研究的教育意義時(shí)，概述了羅伯特·凱根（Robert Kegan）的理論如何關(guān)注意識(shí)擴(kuò)展教育，可以對(duì)穆斯林婦女接受高等教育這一更大問(wèn)題的兩個(gè)方面進(jìn)行有益的反?。簨D女的個(gè)人地位提高以及當(dāng)前的全球驅(qū)動(dòng)力教育穆斯林婦女爭(zhēng)取全球和平，并彌合穆斯林與西方之間的鴻溝。這項(xiàng)研究對(duì)在穆斯林環(huán)境中工作的國(guó)際機(jī)構(gòu)和教育工作者很有用，因?yàn)樗Ｍㄟ^(guò)個(gè)人知情的教育實(shí)踐來(lái)管理個(gè)人，文化和國(guó)際效忠與責(zé)任之間的痛苦選擇。

著錄項(xiàng)

  • 作者

    Khan, Shabnam Syed.;

  • 作者單位

    Harvard University.;

  • 授予單位 Harvard University.;
  • 學(xué)科 Education Educational Psychology.;Education Higher.;Education Social Sciences.
  • 學(xué)位 Ed.D.
  • 年度 2010
  • 頁(yè)碼 412 p.
  • 總頁(yè)數(shù) 412
  • 原文格式 PDF
  • 正文語(yǔ)種 eng
  • 中圖分類
  • 關(guān)鍵詞

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