Muslim Women, Transnational Feminism and the Ethics of Pedagogy: Contested Imaginaries in Post‐9/11 Cultural PracticeLisa K.Taylor and JasminZine, Editors. Routledge, 2014.

Abstract

Muslim Women, Transnational Feminism and Ethics of Pedagogy: Contested Imaginaries in Post-9/11 Cultural Practice Lisa K. Taylor and Jasmin Zine, Editors. Routledge, 2014.In Muslim Women, Transnational Feminism and Ethics of Pedagogy, editors Lisa K. Taylor and Jasmin Zine have produced a pedagogical intervention. .. concerned with how of Muslim women are taken up in various educational sites and within diverse publics with a view to addressing politics and ethics of reading within and against these various constructs (3). Their main concern argues that academics and teachers have reified concept of Muslim women as the Other by using Orientalist rhetoric in classrooms. With sections on reading practices, text production, pedagogies, and interviews with key figures in arts and scholarship, this collection works to disrupt such orientalist readings by offering strategies to problematize, demystify, and dismantle [such] representations (6). An extensive introduction an overview of feminist, postcolonial, and gender theory related to study of transnational issues facing Muslim women and their representations.The editors' main audience is those who teach within interdisciplinary fields of study that focus on gender, feminism, arts, and popular culture and who both seek to approach their classrooms with a deeper understanding of challenges of teaching topics focused on Muslim women and wish to challenge their students' perceptions of these women and their needs. This text asks those educators to reconsider framing of courses to align with a less Western-centered approach when teaching about Muslim women around globe.Those teaching such texts in Western classrooms will find several articles most useful. Dana M. Olwan's Pedagogies of Solidarity in Sheir Hammad's 'First Writing Since' introduces poem as a work that engages, performs, and teaches politics of (111). Olwan then examines such works that remember 9/11 complicate narratives of American victimhood, singularity, and innocence (111). Finally, Olwan describes how Hammad's poem presents a transformative politics of solidarity that transcends national borders (111). Moving reader through a close reading of poem and then offering ideas for teaching it, Olwan ultimately shows that Hammad's poem offers a substantive and cogent challenge to dominant narratives of Arab American unbelonging (128).Scholars interested in cultural importance of book in West will find Catherine Burwell's 'A Too Quick Enthusiasm for Other': North American Women's Book Clubs and Politics of Reading a useful voice in conversation about ways in which Third World women's texts are framed and presented to First World women's book clubs (134). …