A Transnational Community of Pakistani Muslim Women: Narratives of Rights, Honor, and Wisdom in a Women's Education Project

Abstract

Using ethnographic data, this article explores how Muslim women teachers from low‐income Pakistani communities employ the notion of “wisdom” to construct and perform their educated subjectivity in a transnational women's education project. Through Butler's performativity framework, I demonstrate how local and global discourses overlap to shape narratives that define individual rights as well as family honor as part of the educated subjectivity of Pakistani Muslim women. [Muslim women, women's education, human rights, performativity, globalization]