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Cross-Cultural Education View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by OpenGrey Repository Copyright © and Moral Rights for this thesis are retained by the author and/or other copyright owners. A copy can be downloaded for personal non-commercial research or study, without prior permission or charge. This thesis cannot be reproduced or quoted extensively from without first obtaining permission in writing from the copyright holder/s. The content must not be changed in any way or sold commercially in any format or medium without the formal permission of the copyright holders. When referring to this work, full bibliographic details including the author, title, awarding institution and date of the thesis must be given e.g. AUTHOR (year of submission) "Full thesis title", Canterbury Christ Church University, name of the University School or Department, PhD Thesis. CROSS-CULTURAL EDUCATION ARAB WOMEN STUDYING A NON-TRADITIONAL SUBJECT TRIONA CROKE CANTERBURY CHRIST CHURCH UNIVERSITY COLLEGE THESIS SUBMITTED TO THE UNIVERSITY OF KENT AT CANTERBURY FOR THE DEGREE OF DOCTOR OF PHILOSOPHY DECEMBER 2006 Dedicated to William Croke 1935-2006 Abstract The number of studies being carried out into the lives of Arab women in general and Arab women in education have increased in recent years. There has been little examination, however, of the phenomenon of modern Gulf Arab women and women of the United Arab Emirates (UAE) entering third-level education to study a subject that is considered non-traditional in their culture. This study aims to redress the balance by focusing on women of the UAE, where women have full access to third- level education and government policy stresses the importance of educated women participating in the workforce. The methodologies used are grounded theory, phenomenology and ethnography. Data was collected through the use of informal interviews and a detailed diary, which was kept throughout the study. Participants were selected using the theoretical sampling procedure, and collection of data was discontinued when the themes became saturated. Data was analysed using the constant comparative method. All of the women who participated in the study had made two specific choices with regard to their third-level education: to study Visual Communications and to study it through English. This distinction is important to the study because it places these women at the forefront of social change. Their choice to study through English and their choice of course reflects a definite career outlook. These students were aware that these choices meant a very real possibility of pursuing a career in this area, especially as this kind of work could be undertaken from the home. In all aspects of their lives these students have participated in meaningful discussions that will impact on how they live their lives both now and in the future. This is a very important change and heralds the other changes now taking place in UAE society, on all levels. This thesis concludes that the stereotype of Arab women as largely ignored, downtrodden, bullied and forced against their will to cover themselves is highly inaccurate. The Western notion of the Arab family as a controlling unit is far too simplistic. The Emirati family structure is complex: no single description can encompass its varieties and specificities. ACKNOWLEDGEMENTS This thesis, grounded in a long period of cumulative research, has been forged by extensive intellectual discourse at personal, professional and academic levels with a number of valued family, friends and colleagues over the past few years. First of all my special thanks to Professor Adrian Holliday for his constant encouragement, support and patience, and for allowing me to benefit from his vast knowledge of research methodologies, academic writing and the Middle East. I am grateful to Professor Tony Booth and Agnes Gulyas for their input throughout my time at Canterbury Christ Church College. I am thankful to two long-standing friends: Dr Rhonda Gora for encouraging me to start this research, and Dr Siobhan Blackwell for her encouragement to keep at it! I am equally indebted to my generous and thoughtful friends, Noreen and Derek Smith, for allowing me to use their quiet house to finish the writing. Thanks to my mother Anne and late father Willie, sisters Miriam and Roseanne, brother Michael and especially Ruth, who formatted the thesis and helped me with the various computer programmes with which I was not familiar. For the friendship and help of the young women on the Communications Technology programme at Abu Dhabi Women‘s College, I extend my sincere gratitude and thanks. Without their co-operation and input, it would not have been possible to undertake this thesis. I would like to thank Fred Steinmetz for his frank discussion on the difficulties of instigating and developing a programme such as Communications Technology in this environment. Finally, I wish to thank the Higher Colleges of Technology, United Arab Emirates, for giving me the opportunity to undertake this work, and the Tipperary Institute, Ireland, for financial support and allowing me the time to complete it. How the thesis is structured CHAPTER ONE introduces the thesis with a statement of the problem and outlines the purpose of the study, the research question and my perspective for the study. Also provided is an explanation of the transliteration of the Arabic words used, and a glossary of terms. CHAPTER TWO presents a synopsis of the literature examined for this study and includes works from the areas of politics, women, history, Islam and popular media. This literature covers a wide area, so I have chosen to review that which I feel relates specifically to the subject-matter of the thesis. The literature is referred to extensively throughout the study. CHAPTER THREE presents the research methodologies used in preparing this thesis, namely grounded theory, ethnography and phenomenology. The data collected through interviews, diary entries and personal observations is presented, along with the data analysis. CHAPTER FOUR is the first data chapter and presents the data and themes which emerged from the research conducted. The themes are presented under the core category of Disconnection from the Self, within which are contained the themes of: centrality of family; a certain amount of discussion; family changes; taking action and becoming assertive; the veil; an overview; and transition and education. At the end of each theme is a summary of the points raised. It concludes with the presentation of the themes explored in this chapter. CHAPTER FIVE is the second data chapter and begins with the second core category of Claiming Self, within which are contained the themes of: owning the decision to study; Communications Technology; desire for family approval regarding the choice of study; cultural issues surrounding the choice of programme; peer pressure; learning through English; and student frustrations with the programme; relevance of third-level education to the women‘s lives, past, present and future; summary of each theme. It concludes with the presentation of the themes explored in this chapter. CHAPTER SIX provides further discussion on the findings from the data chapters. It is divided into two parts: Part One deals with the findings from the first data chapter; Part Two deals with the findings from the second data chapter. It examines what the findings mean for the young women students, now and in the future. In order to validate the study‘s findings and provide a more comprehensive understanding of these issues, the findings are integrated with the existing literature. CHAPTER SEVEN gives a theoretical perspective based on the findings of this study. They fall under the headings of: Family, a Changing Dynamic; Claiming a new identity; Socio-cultural change; Challenging accepted boundaries; Education — freedom power and achievement; Behavourial change and an entry to the workforce; Empowerment of women through education; The double bind of a transitional society. EPILOGUE provides an autobiographical comparison of my life against the common experiences of the women of the United Arab Emirates ENDMATTER contains the appendices, and an extensive bibliography. Finally, it outlines the kinds of issues which may arise in future research in this area, and the practical implications for a study such as this. TABLE OF CONTENTS CHAPTER 1 INTRODUCTION PAGE 1.1 Statement of the Problem 2. 1.2 Purpose of the Study 6. 1.3 The Research Question 8. 1.4 My Perspective for the Study 10. 1.5 Glossary of terms 13. CHAPTER 2 BACKGROUND TO THE STUDY 2.1 Introduction 16. 2.11 Historical Arabia 18. 2.2 Islam 20. 2.2.1 Islamic Dress 25. 2.2.2 Women and Gender in Islam 29. 2.3 The Centrality of Family 33. 2.3.1 Changing Attitudes to Marriage 36. 2.3.2 Abandoning Custom 38. 2.3.3 Power 39. 2.4 Establishment and Development of Formal Education 41. 2.4.1 Transition 48. 2.4.2 Western Models 50. 2.5 Western Reporting Post September 11 55. 2.5.1 Sensationalism, Stereotyping and the veil issue in France. 59. 2.6 Working Outside the Home 66. 2.7 Conclusion 68. CHAPTER 3 RESEARCH METHODOLOGY AND METHODS OF DATA COLLECTION 3.1 Introduction 71. 3.2 Qualitative Research 72. 3.2.1 Phenomenology and Ethnography 74. 3.2.2 Grounded Theory 76. 3.2.3 Selection Criteria and Sampling 79. 3.2.4 Ethics of the Research Process 81. 3.2.5 Building Trust 83. 3.2.6 Consent to Participate 86. 3.2.7 Ethical Approval 87. 3.2.8 The Research Setting 87. 3.2.9 Gender in the Research Process 89. 3.3 Methods of Data Collection 91. 3.3.1 Introduction 91. 3.3.2 Interviews 92. 3.4 Diaries in Qualitative Research 94.
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