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Islam
According to Esposito (1999), there is often a "bitter debate" over the role of women in Muslim society (p. 688). The different role of women in different Muslim countries reflects this debate. On the one extreme, the Taliban in Afghanistan have closed women's schools because it is believed that women should not be educated and should instead serve in their "primary roles as wives and mothers," (Esposito, 1999, p. 688). Similarly fundamentalist interpretations, or misinterpretations, of Islamic law are evident in Iran, Sudan, and Algeria, as well as a few other places as well (Esposito, 1999). On the other hand, some Muslim women in Turkey and other countries eschew the veil and other hallmarks of female Muslim identity. Gender roles and norms remain one of the most contentious issues in Islam today, and this issue is also one of the reasons why Islam is both misunderstood and maligned by outsiders.
As Esposito (1999) points out, contemporary Muslim societies are navigating...
689). The encroachment of Western values and ideals conflicts with the desire to retain core Muslim identities and the values of Islam. Muslim women are at the heart of the debate between old and new, because they represent at least one half of the population. That half of the population is prevented from voting in some countries, but not others. The diversity of Islamic self-expression reflects the vast diversity of Muslim culture around the world. For example, Turkey is a country in which some women choose to wear the headscarf to assert "collective identity," by which they are empowered ("Women in Islam," 2014). The sense of empowerment seems ironic to an outsider, and yet it can be easy to understand in the context of Western imperialism. The imposition of Western values on other societies is often viewed as a nuisance; wearing a headscarf is a symbol of opposition, cultural pride, and resistance.
In some Islamic countries…
References
The Oxford History of Islam, ed. John L. Esposito (New York: Oxford University Press, 1999).
"Women in Islam," (2014). PBS Frontline. Retrieved online: http://www.pbs.org/wgbh/pages/frontline/shows/muslims/themes/women.html
This suggests that while slow, progress is being made by Muslim women throughout the world, and supported by the UN. References Al Faruqi, L.L. (2005). Islamic traditions and the feminist movement. Islam101.com. Retrieved October 15, 2007: http://www.islam101.com/women/feminism.html Cooke, M. (2000). Women claim Islam: Creating Islamic feminism through literature. New York: Routledge. Fattah, a.A. (2006). Status of Muslim women. Retrieved: http://www.muslimedia.com/archives/movement00/wom-status.htm Statham, P. (2004). Resilient Islam: Muslim controversies in Europe. Harvard International Review, 26(3): 54. Wyche, K.F. (2004). African-American
Muslim Women/VeilREVISED The purpose of research is to gather new information that adds to a body of understanding about a particular topic or theory. Educational research often examines the beliefs of educators; results can inform teaching practice (Panjares, 1992, p. 307). This paper examines the paradigms, ethics, research approaches, methodology and methods used by authors of two studies about the perceptions of Muslim women who veil. When perceptions of non-Muslims are
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