Islamic Traditions of Modernity

This is the authors' abstract. We don't add key points for this paper.

Women’s education has been central to discourses that have sought to modernize developing and Muslim societies. Based on ethnographic data collected from women teachers from rural and low-income communities of Pakistan, the article shows how being a parhi likhi (educated) woman implies acquiring a privileged subject position making claims to middle-class and Islamic morality, and engaging in specific struggles within, rather than against, the institutions of family, community, and Islam. This focus on the lived experiences of educated Muslim women complicates the prevalent narrative of modernity that presents women’s education and gender empowerment as an expression of individual women’s choice and free will against the oppressive frameworks of family, community, and Islam.