Skip to main content

Introduction: Challenging Patriarchy: New Advances in Researching Religious Feminism and Religious Education

  • Chapter
  • First Online:
Gender, Religion and Education in a Chaotic Postmodern World

Abstract

The aim of this unique book is to enhance interdisciplinary discourse on the complex interrelations between gender, religion, and education in today’s world. The immense changes in terms of globalization and migration of peoples have had a profound effect on cultures and identities. Does this result in shifts in religious identities for women and men in different contexts; can such shifts be viewed as beneficial, negative, or insufficient; or does the social change take the direction of new conservatism or fundamentalism? Related to these questions is the role of education in any change.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 129.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 169.00
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 169.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Similar content being viewed by others

References

  • Abu-Rabia-Queder, S., & Weiner-Levy, N. (2010). Palestinian women in Israel: Identity, power relations and coping. In S. Abu-Rabia-Queder & N. Weiner-Levy (Eds.), Palestinian women in Israel: Identity, power relations and coping strategies (pp. 7–26). Jerusalem: Van Leer and Hakibbutz Hameuhad.

    Google Scholar 

  • Adorno, T. W., Frenkel-Brunswik, E., Levinson, D. J., & Sanford, R. N. (1950). The authoritarian personality. New York: Harper and Row.

    Google Scholar 

  • Allport, G. W., & Ross, J. M. (1967). Personal religious orientation and prejudice. Journal of Personality and Social Psychology, 5, 432–443.

    Article  Google Scholar 

  • Atkinson, M. (2011). Deconstructing men & masculinities. Oxford: Oxford University Press.

    Google Scholar 

  • Beit-Hallahmi, B. (2002). Religion, religiosity and gender. In C. R. Ember & M. Ember (Eds.), The encyclopedia of sex and gender (pp. 117–127). Boston: Kluwer.

    Google Scholar 

  • Beit-Hallahmi, B., & Argyle, M. (1997). The psychology of religious behavior, belief and experience. London: Routledge.

    Google Scholar 

  • Ben Meir, Y., & Kedem, P. (1979). A measure of religiosity for the Jewish population of Israel. Megamot, 24(3), 353–362. Hebrew.

    Google Scholar 

  • Bhabha, H. K. (1990). The third space: Interview with Homi Bhabha. In J. Rutherford (Ed.), Identity: Community, culture, difference (pp. 207–221). London: Lawrence and Wishart.

    Google Scholar 

  • Chumbler, N. R. (1996). An empirical test of a theory of factors affecting life satisfaction: Understanding the role of religious experience. Journal of Psychology and Theology, 24, 220–232.

    Google Scholar 

  • Cornwall, M., Albrecht, S. L., Cunningham, P. H., & Pitcher, B. L. (1986). The dimensions of religiosity: A conceptual model with an empirical test. Review of Religious Research, 27(3), 226–244.

    Article  Google Scholar 

  • Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process (Rev. ed.). Boston: Heath & Co.

    Google Scholar 

  • Dewey, J. (1938). Experience and education. New York: Macmillan.

    Google Scholar 

  • Ellison, C. G. (1991). Religious involvement and subjective well-being. Journal of Health and Social Behavior, 32(1), 80–99.

    Article  Google Scholar 

  • Ellison, C. G., Gay, D. A., & Glass, T. A. (1989). Does religious commitment contribute to individual life satisfaction? Social Forces, 68(1), 100–123.

    Google Scholar 

  • Feagin, J. R. (1964). Prejudice and religious types: A focused study of southern fundamentalists. Journal for the Scientific Study of Religion, 4(1), 3–13.

    Article  Google Scholar 

  • Feltey, K., & Poloma, M. (1991). From sex differences to gender role beliefs. Sex Roles, 25, 181–183.

    Article  Google Scholar 

  • Ferree, M. M., Lorber, J., & Hess, B. B. (2000). Revisioning gender. Walnut Creek: Alta Mira Press.

    Google Scholar 

  • Foucault, M. (1980). Power/knowledge: Selected interviews and other writings 1972–1977. New York: Pantheon Books.

    Google Scholar 

  • Glock, C. Y., & Stark, R. (1965). Religion and society in tension. Chicago: Rand McNally.

    Google Scholar 

  • Gross, Z. (2010). Reflective teaching as a path to religious meaning making and growth. Religious Education, 105(3), 265–282.

    Article  Google Scholar 

  • Gross, Z. (2011). Religious education: Definitions, dilemmas, challenges and future horizons. International Journal of Educational Reform, (IJER), 20(3), 256–276.

    Google Scholar 

  • Gross, Z. (2012). Multiple religious and secular definitions of secular adolescents in Israel. Journal of Empirical Theology, 25(1), 1–21.

    Article  Google Scholar 

  • Gutierrez, K. D., & Rogoff, B. (2003). Cultural ways of learning: Individual traits or repertoires of practice. Educational Researcher, 32(5), 19–25.

    Article  Google Scholar 

  • Kandiyoti, D. (1988). Bargaining with patriarchy. Gender and Society, 2, 274–290.

    Article  Google Scholar 

  • Keiny, S. (1993). Teachers’ professional development as a process of conceptual change. In I. Carlgren, G. Handal, & S. Vaage (Eds.), Teachers’ minds and actions: Research in teacher thinking and practice (pp. 323–337). London: Falmer Press.

    Google Scholar 

  • Keiny, S. (1998). Dialogue between school and academy as a strategy for developing reflective teachers and new ways of thinking about education. In M. Ben-Peretz, M. Silberstein, & S. Ziv (Eds.), Reflection in teaching: A central pivot in the teacher’s development. Tel Aviv: Mofet Institute (Hebrew).

    Google Scholar 

  • Lenski, G. (1961). The religious factor: A sociological study of religion’s impact on politics. Garden City: Doubleday.

    Google Scholar 

  • Levi-Strauss, C. (1973). Anthropologie Structurale Deux. Paris: Plon.

    Google Scholar 

  • Levy, S., Levinsohn, H., & Katz, E. (2004). The many faces of Jewishness in Israel. In U. Rebhun & C. I. Waxman (Eds.), Jews in Israel: Contemporary social and cultural patterns (pp. 265–284). Hanover/London: Brandeis University Press/University Press of New England.

    Google Scholar 

  • Lorber, J. (1994). Paradoxes of gender. New York: Yale University Press.

    Google Scholar 

  • McEntee, G. H., Appleby, J., Dowd, J., Grant, J., Hole, S., Silva, P., & Check, J. (2003). At the heart of teaching: A guide to reflective practice. New York: Teachers College Press.

    Google Scholar 

  • Moghadam, V. M. (1993). Modernizing women: Gender and social change in the middle east. Boulder: Lynne Rienner.

    Google Scholar 

  • Redfern, C., & Aune, K. (2010). Reclaiming the F word: The new feminist movement. London/New York: Zed Books.

    Google Scholar 

  • Rogoff, B. (2003). The cultural nature of human development. New York: Oxford University Press.

    Google Scholar 

  • Sa’ar, A. (2006). Feminine strength: Reflections on power and gender in Israeli-Palestinian culture. Anthropological Quarterly, 79(3), 397–431.

    Article  Google Scholar 

  • Schon, D. A. (1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. San Francisco: Jossey-Bass.

    Google Scholar 

  • Schon, D. A. (1988). Coaching reflective teaching. In P. P. Grimmett & G. L. Erickson (Eds.), Reflection in teacher education (pp. 19–30). New York: Teachers College Press.

    Google Scholar 

  • Schreiner, P. (2002). Religious education in the European context. In L. Broadbent & A. Brown (Eds.), Issues in religious education (pp. 86–98). London: Routledge.

    Google Scholar 

  • Sharabi, H. (1988). Neopatriarchy: A theory of distorted change in Arab society. New York: Oxford University Press.

    Google Scholar 

  • Shepard, A., & Walker, G. (2009). Gender, change and periodisation. In A. Shepard & G. Walker (Eds.), Agency, chronology and periodisation (pp. 1–12). Chichester: Wiley-Blackwell.

    Google Scholar 

  • Starr Sered, S. (2000). Woman as symbol and woman as agents: Gendered religious discourses and practices. In M. M. Ferree, J. Lorber, & B. B. Hess (Eds.), Revisioning gender (pp. 193–221). Walnut Creek: Alta Mira Press.

    Google Scholar 

  • Tirri, K., & Quinn, B. (2010). Exploring the role of religion and spirituality in the development of purpose: Case studies of purposeful youth. British Journal of Religious Education, 32(3), 201–214.

    Article  Google Scholar 

  • Tirri, K., Sorri, H., & Pruuki, L. (2006). Teachers’ views on meaningful learning in the context of applied theological studies. In K. Tirri (Ed.), Religion, spirituality and identity (pp. 221–234). Bern: Peter Lang.

    Google Scholar 

  • Turner, V. W. (1975). Dramas, fields, and metaphors: Symbolic action in human society. Cornell: Cornell University Press.

    Google Scholar 

  • West, C., & Zimmerman, D. H. (1987). Doing gender. Gender and Society, 1(2), 125–151.

    Article  Google Scholar 

  • Willis, P. (2003). Foot soldiers of modernity: The dialectics of cultural consumption and the 21st-century school. Harvard Educational Review, 73(3), 390–415.

    Google Scholar 

  • Wilson, W. C. (1960). Extrinsic religious values and prejudice. Journal of Abnormal and Social Psychology, 60(2), 286–288.

    Article  Google Scholar 

  • Wulff, D. M. (1997). Psychology of religion: Classic and contemporary views (2nd ed.). New York: Wiley.

    Google Scholar 

  • Zeichner, K. M. (1994). Research on teacher thinking and different views of reflective practice in teaching and teacher education. In I. Carlgren, G. Handal, & S. Vaage (Eds.), Teachers’ minds and actions. Research in teacher thinking and practice (pp. 9–27). London: Falmer Press.

    Google Scholar 

  • Ziebertz, H.-G. (2005). Models of inter-religious learning: An empirical study in Germany. In L. J. Francis, M. Robbins, & J. Astley (Eds.), Religion, education and adolescence: International empirical perspectives (pp. 204–221). Cardiff: University of Wales Press.

    Google Scholar 

  • Ziebertz, H.-G. (2006). Germany: Belief in the idea of a higher reality. In H.-G. Ziebertz & W. K. Kay (Eds.), Youth in Europe II: An international empirical study about religiosity (pp. 58–80). Berlin: LIT.

    Google Scholar 

Download references

Author information

Authors and Affiliations

Authors

Corresponding author

Correspondence to Zehavit Gross .

Editor information

Editors and Affiliations

Rights and permissions

Reprints and permissions

Copyright information

© 2013 Springer Science+Business Media Dordrecht

About this chapter

Cite this chapter

Gross, Z. (2013). Introduction: Challenging Patriarchy: New Advances in Researching Religious Feminism and Religious Education. In: Gross, Z., Davies, L., Diab, AK. (eds) Gender, Religion and Education in a Chaotic Postmodern World. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-5270-2_1

Download citation

Publish with us

Policies and ethics