Forging the Ideal Educated Girl

The Production of Desirable Subjects in Muslim South Asia

Nonfiction, Social & Cultural Studies, Social Science, Anthropology, Sociology
Cover of the book Forging the Ideal Educated Girl by Shenila Khoja-Moolji, University of California Press
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Author: Shenila Khoja-Moolji ISBN: 9780520970533
Publisher: University of California Press Publication: June 1, 2018
Imprint: University of California Press Language: English
Author: Shenila Khoja-Moolji
ISBN: 9780520970533
Publisher: University of California Press
Publication: June 1, 2018
Imprint: University of California Press
Language: English

A free ebook version of this title is available through Luminos, University of California Press’s Open Access publishing program for monographs. Visit www.luminosoa.org to learn more.

In Forging the Ideal Educated Girl, Shenila Khoja-Moolji traces the figure of the ‘educated girl’ to examine the evolving politics of educational reform and development campaigns in colonial India and Pakistan. She challenges the prevailing common sense associated with calls for women’s and girls’ education and argues that such advocacy is not simply about access to education but, more crucially, concerned with producing ideal Muslim woman-/girl-subjects with specific relationships to the patriarchal family, paid work, Islam, and the nation-state. Thus, discourses on girls’/ women’s education are sites for the construction of not only gender but also class relations, religion, and the nation.
  

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

A free ebook version of this title is available through Luminos, University of California Press’s Open Access publishing program for monographs. Visit www.luminosoa.org to learn more.

In Forging the Ideal Educated Girl, Shenila Khoja-Moolji traces the figure of the ‘educated girl’ to examine the evolving politics of educational reform and development campaigns in colonial India and Pakistan. She challenges the prevailing common sense associated with calls for women’s and girls’ education and argues that such advocacy is not simply about access to education but, more crucially, concerned with producing ideal Muslim woman-/girl-subjects with specific relationships to the patriarchal family, paid work, Islam, and the nation-state. Thus, discourses on girls’/ women’s education are sites for the construction of not only gender but also class relations, religion, and the nation.
  

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