Following a long historical legacy, Muslim women’s lives continue to be represented and circulate widely as a vehicle of intercultural understanding within a context of the "war on terror." Following Edward Said’s thesis that these cultural forms reflect and participate in the power plays of empire, this volume examines the popular and widespread production and reception of Muslim women’s lives and narratives in literature, poetry, cinema, television and popular culture within the politics of a post-9/11 world. This edited collection provides a timely exploration into the pedagogical and ethical possibilities opened up by transnational, feminist, and anti-colonial readings that can work against sensationalized and stereotypical representations of Muslim women. It addresses the gap in contemporary theoretical discourse amongst educators teaching literary and cultural texts by and about Muslim Women, and brings scholars from the fields of education, literary and cultural studies, and Muslim women’s studies to examine the politics and ethics of transnational anti-colonial reading practices and pedagogy. The book features interviews with Muslim women artists and cultural producers who provide engaging reflections on the transformative role of the arts as a form of critical public pedagogy.
Table of Contents
Introduction: The Contested Imaginaries of Reading Muslim Women and Muslim Women Reading Back Jasmin Zine and Lisa K. Taylor Part I: Transnational Anti-Colonial Feminist Reading Practices 1. SUR/VEIL: The Veil as Blank(et) Signifier Megan MacDonald 2. Khamosh Pani: Reading Partition Muslim Masculinities and Femininities in an Age of Terror Shahnaz Khan 3. Breaking the Stigma? The Anti-Heroine in Fatih Akin’s Head On Mine Eren 4. Pedagogies of Solidarity in Suheir Hammad’s "First Writing Since" Dana M. Olwan Part II: The Politics of Production and Reception 5. "A Too-Quick Enthusiasm for the Other": North American Women’s Book Clubs and the Politics of Reading Catherine Burwell 6. Of Activist Fandoms, Auteur Pedagogy and Imperial Feminism: From Buffy the Vampire Slayer to "I am Du’a Khalil" Trish Salah Part III: Transformative Pedagogies 7. Cartographies of Difference and Pedagogies of Peril: Muslim Girls and Women in Western Young Adult Fiction Novels Jasmin Zine 8. "Shaking Up" Vision: The Video Diary as Personal and Pedagogical Intervention in Mona Hatoum’s Measures of Distance Mehre Gomez Fonseca 9. From Empathy to Estrangement, From Enlightenment to Implication: A Pedagogical Framework for (Re)Reading Literary Desire Against the "Slow Acculturation of Imperialism" Lisa K. Taylor Part IV: Reflections on Cultural Production 10. Interview with Mohja Kahf Jasmin Zine 11. Interview with Zarqa Nawaz Jasmin Zine 12. Interview with Rasha Salti Rasha Salti and Lisa K. Taylor 13. Interview with Tayyibah Taylor Jasmin Zine 14. Interview with Sofia Baig Jasmin Zine 15. Interview with Sahar Ullah Jasmin Zine 16. Interview with Jamelie Hassan Lisa K. Taylor
Lisa K. Taylor is Associate Professor in the School of Education at Bishop’s University.
Jasmin Zine is Associate Professor in the Department of Sociology at Wilfrid Laurier University.
"This volume unites reflection and action for transformational pedagogy. By teaching readers to recognize negative stereotypes about Muslim women and exposing complicity ith imperialism in some uncritical forms of multiculturalism, these essays make a significant contribution to social justice education."— Kathleen D. McCallie, Phillips Theological Seminary