Harem education and heterotopic imagination

Akşit, Elif Ekin

doi:10.1080/09540253.2010.491788

Cited by 5 publications

(3 citation statements)

References 22 publications

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“…Early in the second lesson, a situation occurred that we argue can be seen as a heterotopia in the sense that Foucault describes it; a place that affirms difference and enables resistance to authority (Foucault 1986; see also Akşit 2011). Even though the situation evolves spontaneously, and not as the result of a deliberate pedagogy, it helps us to outline a strategy of teaching paradoxically.…”

Section: The Case: Methodological Approachmentioning

confidence: 99%

Heterotopias in physical education: towards a queer pedagogy?

Larsson

Quennerstedt

Öhman

2014

Gender and Education

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PostprintThis is the accepted version of a paper published in Gender and Education. This paper has been peerreviewed but does not include the final publisher proof-corrections or journal pagination.Citation for the original published paper (version of record):Larsson, H., Quennerstedt, M., Öhman, M. (2014) Heterotopias in physical education: towards a queer pedagogy?. Gender and Education AbstractThis article sets out to outline how prevailing gender structures can be challenged in physical education (PE) by exploring queer potentials in an event that took place during a dancing lesson in an upper secondary physical education class. The event and its features were documented through video recording and post-lesson interviews with the teacher and some of the students. It is argued that the event can be seen as a heterotopia, according to Michel Foucault a 'counter-site' enabling the resistance to authority, where the production of normalcy was challenged. Further, even though the event happened spontaneously, the authors suggest that it can show a way towards a queer pedagogy for PE through teaching paradoxically; it indicates a preferred ethos of the lesson and the use of conceptual tools by teachers and students that make them able to intervene in the production of normalcy.

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Section: The Case: Methodological Approachmentioning

confidence: 99%

Heterotopias in physical education: towards a queer pedagogy?

Larsson

Quennerstedt

Öhman

2014

Gender and Education

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“…This dissociation is consequently a process in which spaces for people with deviant behavioral tendencies are formed. Aksit (2011) stretches this heterotopic imagination to contextualize the harem in terms of its dominating and liberating aspects. This coincides with Fatima’s life which is characteristically featured by both confinement and its transgression.…”

Section: The Harem and The Spatial Closurementioning

confidence: 99%

Empowerment through disempowerment: Harem and the covert female resistance in Fatima Mernissi’s Dreams of Trespass: Tales of a Harem Girlhood

Ishaque

2018

Cultural Dynamics

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This article probes the dynamics of covert female resistance as evident in Fatima Mernissi’s only fiction work entitled Dreams of Trespass: Tales of a Harem Girlhood (1994). Mernissi’s memoir is a real account of her early childhood spent in a harem. The discussion explores the institution of the harem in terms of how it is believed to have disempowered/empowered its female inhabitants through history. With this in mind, it takes up a number of issues that surface in Fatima’s (Mernissi’s narrator in Dreams of Trespass) narrative, and which stand central to women’s situation in the harem of Fez. These include confinement and denial to spatial freedom to them, women’s desire to gain literacy and thus become intellectually enlightened, the potential of dreams, and one’s personal strength in transgressing the normative boundaries, and finally polygamy in the harem. The article argues how women’s disempowerment, designed by the patriarchal scheme of the harem life, ironically empowers them in specific ways. This view challenges the orientalist appropriations in relation to the female inhabitants of the place who are historically believed to be passive receivers of traditional patriarchy.

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“…Furthermore, families of the bureaucrat class would provide an education to their male and female children at their own mansions. In short, while rural girls could go to sıbyan school, which was not necessary until Tanzimat in general, the girls of urban and bureaucrat families could receive a private education at their mansions (Akşit, 2011).…”

Section: Introductionmentioning

confidence: 99%

Women in higher education in turkey: what has changed in 100 years?

Çevik¹,

Hoşgör²

2020

HIG

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In Turkey, women acquired the right to obtain higher education in 1914. Women's demand for higher education, the increased number of high schools and the needs of teacher-training schools for girls led to an increase in the number of women in higher education over time. After the nation-building process in 1923, new universities were opened across the country and the number of women in higher education has increased from 22 (0.73%) (in 1914) to 3 675 986 (47.5%) (in 2018-2019). Within this framework, this paper aims to explore how female students' profiles have changed over the last 100 years. What is the social make-up of the female students who enrolled in universities nowadays? What are the differences and/or similarities among women who attended the universities as first women students and those of today? Drawing on the Eurostudent Survey IV (2011), these questions are elaborated regarding women's socio-demographic, family and educational backgrounds. Outcomes are discussed within the context of the modernization history of Turkey.

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Harem education and heterotopic imagination

Cited by 5 publications

References 22 publications

Heterotopias in physical education: towards a queer pedagogy?

Heterotopias in physical education: towards a queer pedagogy?

Empowerment through disempowerment: Harem and the covert female resistance in Fatima Mernissi’s Dreams of Trespass: Tales of a Harem Girlhood

Women in higher education in turkey: what has changed in 100 years?

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