Suchergebnisse

Abstract
Ahmad Shah Abdali-Durrani's court chronicle, Taʾrīkh-i Aḥmad Shāhī, written by Mahmud bin Ibrahim al-Husaini and completed soon after Ahmad Shah's death in 1772, provides an eighteenth-century perspective on the criterion for kingship and sovereignty. Unsurprisingly, the only person who fulfills these requirements, according to the historian, is Ahmad Shah. While this is standard practice in most Persianate and Islamic histories about a king, the text deviates from a number of other literary conventions. The historian deemphasizes Ahmad Shah's genealogy and connection to Sufi saints; instead, he focuses on Ahmad Shah's inner piety and morality by attributing to him the concept of ilhām (direct revelation from God)—an attribute more generally characteristic of prophets and saints, not kings. The double move of deemphasizing lineage and Sufi connection while privileging personal, God-bestowed attributes is sharpened through comparison: Mughal governors and emperors are depicted by the author as descendants of noble, dynastic genealogies, but govern incompetently because they do not have the clarity of vision and fate of victory on their side, as God has not bestowed them with ilhām.

I problematise my own concept of children's voices in research by reflecting on certain practices in a study that I conducted in a kindergarten classroom in a city in Saudi Arabia. I examine the cultural and social contexts of my research by drawing on my experience of obtaining children's assent or dissent, my assumptions regarding the possibility of reducing power differentials, and finally, my understanding of the ways children voice their feelings and views. I conclude that voices manifest themselves in multiple ways that extend beyond visual or verbal media. Voices are constructed socially and are shaped culturally to reflect norms regarding how individuals should express their views and feelings within a particular setting and time.

"This book uncovers the stories of care, help, and support that dozens of Ismaili Muslim women have extended to coreligionists against the dislocating effects of wars and forced migration. Focusing on two cohorts of women (one who fled East Pakistan in the early 1970s due to civil war, and the other who was forced to leave East Africa during the same time, when Idi Amin expelled Asians from Uganda and anti-Asian sentiments intensified in Kenya and Tanzania), it tells the tale of how they began the individual and collective work of remaking religious community in the diaspora"--

In Forging the Ideal Educated Girl, Shenila Khoja-Moolji traces the figure of the 'educated girl' to examine the evolving politics of educational reform and development campaigns in colonial India and Pakistan. She challenges the prevailing common sense associated with calls for women's and girls' education and argues that such advocacy is not simply about access to education but, more crucially, concerned with producing ideal Muslim woman-/girl-subjects with specific relationships to the patriarchal family, paid work, Islam, and the nation-state. Thus, discourses on girls'/women's education are sites for the construction of not only gender but also class relations, religion, and the nation.

In Forging the Ideal Educated Girl, Shenila Khoja-Moolji traces the figure of the 'educated girl' to examine the evolving politics of educational reform and development campaigns in colonial India and Pakistan. She challenges the prevailing common sense associated with calls for women's and girls' education and argues that such advocacy is not simply about access to education but, more crucially, concerned with producing ideal Muslim woman-/girl-subjects with specific relationships to the patriarchal family, paid work, Islam, and the nation-state. Thus, discourses on girls'/women's education are sites for the construction of not only gender but also class relations, religion, and the nation.

The bodies of non-White girls are hyper-visible in humanitarian discourses. This article engages in theoretical reflections around the articulation of Whiteness through the body of the third world girl. I curate and examine an archive of texts and visuals from menstrual hygiene and female genital mutilation (FGM) awareness campaigns to show how the figure of the third world girl is materialised simultaneously as deserving of care/protection and as a contaminant/imperfection. These apparently contradictory registers of legibility are possible due to the reiteration of the non-White female body as ontologically dirty, incomplete and an imperfect representation of full humanity. The third world girl then is the constitutive outside of Whiteness, and her production as such conjoins humanitarian protection codes with penalising political regimes. The latter is reflected by new border patrolling initiatives in the US and UK, launched specifically to identify victims of FGM. Such exercises of state power craft racialised bodies for constant interrogation, prodding and, ultimately, ejection. These bodies then become the loci of benevolent necropower and experience slow social death.

In Forging the Ideal Educated Girl, Shenila Khoja-Moolji traces the figure of the 'educated girl' to examine the evolving politics of educational reform and development campaigns in colonial India and Pakistan. She challenges the prevailing common sense associated with calls for women's and girls' education and argues that such advocacy is not simply about access to education but, more crucially, concerned with producing ideal Muslim woman-/girl-subjects with specific relationships to the patriarchal family, paid work, Islam, and the nation-state. Thus, discourses on girls'/women's education are sites for the construction of not only gender but also class relations, religion, and the nation.