Beyond Classroom Knowledge and Experience: How can Fieldwork Enrich Students’ Learning and Perception on Gender

Amin, Sara N. and Mostafa, Mashiat and Kaiser, Md. Shahidulla and Hussain, Faheem and Ganepola, Varuni (2015) Beyond Classroom Knowledge and Experience: How can Fieldwork Enrich Students’ Learning and Perception on Gender. Advances in Gender Research, 20 . pp. 199-222. ISSN 1529-2126

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Abstract

In this study we examine how doing research on gender impacts identity, sense of self, and relation to community; and how fieldwork is mediated by gender structures. We draw on feminist epistemology, qualitative methodologies, and critical pedagogies to analyze the fieldwork experiences of 15 women students and nine men fieldwork partners in Afghanistan, Bangladesh, India, and Pakistan. By conducting fieldwork which challenged gender norms, students and partners gained greater awareness of themselves and confidence. Their actions challenged the appropriate place of women (and minority ethnicities) as perceived by research participants in these communities. The experience rendered the community a site of hope and learning for them, working to empower them as well as building relationships grounded in lived experiences with their communities. Women’s voices are more prominent in this analysis than men’s. This chapter points to the potentially empowering aspects of doing gender-related fieldwork in the developing context, as well as how gender and other power structures mediate fieldwork experiences in Muslim communities in South Asia

Item Type:	Journal Article
Uncontrolled Keywords:	Critical pedagogy, gender dynamics, fieldwork identity, South Asia, boundary crossings, Muslim communities
Subjects:	H Social Sciences > H Social Sciences (General) L Education > L Education (General)
Divisions:	Faculty of Arts, Law and Education (FALE) > School of Social Sciences
Depositing User:	Fulori Nainoca - Waqairagata
Date Deposited:	06 Oct 2017 06:21
Last Modified:	06 Oct 2017 06:21
URI:	http://repository.usp.ac.fj/id/eprint/10268

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