Feminist Review

In Pakistan, as in many other societies, politico-religious movements or so-called Islamist fundamentalist movements are becoming an important site for women's activism as well as the harnessing of such activism to promote agendas that seem to undermine women's autonomy. This has become a concern for a growing feminist literature which from a variety of political and theoretical positions seeks to understand and explain the subject-position of Muslim women as politico-religious activists. This paper attempts a deconstructive reading of texts by leading Pakistani feminist scholars as they attempt the difficult process of steering between fundamentalism and Orientalism in their accounts of ‘fundamentalist’ women in the political ideological space of Pakistan.

The ‘epistemic’ violence that has beset gender discourses in education refutes the claim that progress is measured by figures and numbers of Jordanian women in schools and the workplace. While such discourses demand to be contextualized, deconstructed and resisted, they also necessitate creating a link between political praxis and gender politics. My argument centres on the indispensable role critical discourse can play in locating these instances of ‘epistemic’ violence and revealing the manner in which the themes of constructed gender knowledge have been subjugated to the political praxis of each context. Interventions by donors and NGOs have more often than not been emasculated by the political considerations of governments and establishments. The result has been ‘disciplined’ gender politics in education, perpetuating traditional discursive practices, roles and stereotypes instead of acting as an emancipatory power. Human development reports and traditional literature on gender bias in education have failed to account for such discursive/power practices. In this paper, I shed light on the national, the international and the textual ‘knowledge’ that surrounds gender bias in education in a context like Jordan. I conclude by demonstrating the importance of the national and its discursive practices in reformulating approaches based on the international (human development reports) and the textual (literature on gender bias and stereotypes in education).