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Teaching from the Tent: Muslim Women's Leadership in Digital Religion Tamara Gray

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Teaching from the Tent: Muslim Women's Leadership in Digital Religion Tamara Gray University of St. Thomas, Minnesota UST Research Online Education Doctoral Dissertations in Leadership School of Education 2019 Teaching from the Tent: Muslim Women's Leadership in Digital Religion Tamara Gray Follow this and additional works at: https://ir.stthomas.edu/caps_ed_lead_docdiss Part of the Education Commons Running head: TEACHING FROM THE TENT Teaching from the Tent: Muslim Women’s Leadership in Digital Religion A DISSERTATION SUBMITTED TO THE FACULTY OF THE COLLEGE OF EDUCATION, LEADERSHIP AND COUNSELING OF THE UNIVERSITY OF ST. THOMAS ST. PAUL, MINNESOTA By Tamara Gray IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF EDUCATION 2019 Author Note This dissertation was supported in part by a grant from the Luann Dummer Center for Women at the University of St. Thomas, Minnesota. TEACHING FROM THE TENT ii TEACHING FROM THE TENT iii Acknowledgements There are many individuals who helped, supported, and guided me through this venture. I am indebted to my chair, Dr. Eleni Roulis, who was a tireless support, always ready to lift me up and push me forward. I am grateful for her mentorship and friendship. Fellow cohort 28 members Heather Verstraete and Tara Mennitt were true friends along the path. Our three days in Northern Minnesota - where we spent 18-hour days writing, eating cake, and trudging around the woods - were the reason I was able to complete my work in a timely manner. My initial advisor, Dr. Don LaMagdeleine, was an instrumental part of my intellectual growth. He introduced me to chaos theory and helped me think about religious studies and leadership in new ways. I am grateful to the team at Rabata Inc for carrying dozens of projects and managing hundreds of WhatsApp ® work threads in order to give me time to plow forward with this dissertation. They were patient and supportive while I was thinking and writing about leadership theory instead of sitting in the trenches of leadership with them. In addition, I am grateful to my husband who encouraged me to pursue this degree and my children who cheered me along and championed my work. My children were the first to send me back to my computer when I was frustrated and to insist that “You can do this!” on the days I wondered if the coding, writing, and editing would ever end. Finally, I am grateful to the women teacher-leaders who graciously loaned me their time, their stories, and their leadership lives so that I could explore what it meant to be a Muslim woman religious leader in digital religion. They not only helped me think through leadership issues, they helped me realize my life’s work. TEACHING FROM THE TENT iv Dedication This work is dedicated to the memory of my mentor, teacher, and beloved guide: Anse Sameera Zayed (1944-2019). TEACHING FROM THE TENT v Abstract Muslim women’s accounts of their own religious leadership have been consistently absent from historical documents and present-day reporting. The absence of narrations does not necessarily indicate the absence of women, however, and today more and more women are leading and becoming public figures using new platforms provided by the Internet. In order to understand the essence of their leadership, this study sought to discover and describe the religious leadership lives of Muslim women, to disentangle the relationship between feminism and feminist work per Muslim women religious leaders, and to understand how digital religion influences their leadership. This qualitative study is a feminist phenomenology of seven Muslim women who are public figures and religious leaders. Using long interviews, document analysis of their publications, public teaching observations, and netnographies. I gathered data about the essence of their leadership. I further triangulated the data with a six-week study of a WhatsApp chat that happened between 75 Muslim women religious leaders who remain anonymous in this study. The feminist theories of bell hooks (2000), Nell Noddings (1985), and feminist theologians, along with Aristotle’s theory of knowledge as expressed by al Farābi, and Chaos theory as applied to social systems as described by Fritjof Capra (2002) came together to form the theoretical underpinnings of this study. Careful analysis of the data resulted in a model of Muslim women’s religious leadership that can be used to both appreciate the unique aspects of their leadership and improve education and training for Muslim women who wish to enter into the field. TEACHING FROM THE TENT vi Table of Contents Acknowledgements ……………………………………………………………………… iii Dedication ………………………………………………………………………………… iv Abstract…………………………………………………………………………………… v Table of Contents ………………………………………………………………………… vi List of Tables …………………………………………………………………………….. 1 List of Figures…………………………………………………………………………….. 2 CHAPTER ONE …………………………………………………………………………. 4 Introduction to the Research ……………………………………………………………. 4 Feminism and Faith ……………………………………………………………………… 5 The Power of Religious Leadership in Muslim Cultures………………………………… 7 Significance: A Search for Women………………………………………………………. 8 Significance……………………………………………………………………… 10 Reflexive Statement………………………………………………………….…..……… 10 How I Became a Religious Leader…………………………………….…....….. 10 Between two lives ……………………………………………………... 11 The first life ………………………………………………….… 12 The end of the first life……………………………………….… 12 The decision ………………………………………………….… 14 The second life ……………………………………………………….….. 14 Positionality……………………………………………………………………………. 15 Problem Statement …………………………………………………………………… 15 Purpose ………………………………………………………………………………… 17 TEACHING FROM THE TENT vii Recording History ……………………………………………………………… 17 Life Experience ………………………………………………………………… 17 Feminism and Faith …………………………………………………………… 18 Religious Leadership and the Internet ………………………………………… 19 The Research Question ………………………………………………………………... 21 Traditional Religious Leadership ……………………………………………………… 21 Titles …………………………………………………………………………… 22 Imam …………………………………………………………………… 22 Mufti …………………………………………………………………… 23 Sheikh and related titles ………………………………………………... 24 Ulama (pl) ‘Ālam (s)……………………………………………………. 25 Awliya (pl) Wali (s) …………………………………………………….. 25 Teacher-Leader …………………………………………………………………………. 26 Summary ……………………………………………………………………………… .. 27 CHAPTER TWO ……………………………………………………………………….. 28 The Literature Review …………………………………………………………………. 28 Women in Religious Leadership ……………………………………………………….. 28 Christianity and Feminism ……………………………………………………… 29 Muslims and Feminism …………………………………………………………. 30 Christian and Jewish Women in Religious Leadership …………………………. 31 Living as a Religious Leader ……………………………………………………. 34 Why is there resistance to women in religious leadership? ……………… 35 Feminist Theology ……………………………………………………………….. 36 TEACHING FROM THE TENT viii Muslim Women in Religious Leadership ……………………………………...………… 38 Muslim Women Teacher-Leaders of Lore ……………………………….………. 40 Sufi women ……………………………………………………………….. 39 ‘Aisha al-Bā’ūniyyah …………………………………………….. 42 Nana Asmā’u ……………………………………………………... 43 Contemporary Teacher-Leaders ………………………………………………….. 47 Recent history …………………………………………………………….. 49 Global contemporary women …………………………………………….. 50 Syria ………………………………………………………………. 50 China ……………………………………………………………… 51 Kazan ……………………………………………………………… 52 State-Run ………………………………………………………………….. 52 Morocco …………………………………………………………… 52 Turkey …………………………………………………………… .. 52 United Arab Emirates ……………………………………………... 53 Women in Religious Leadership Summary ……………………………………………….. 53 The Internet and Religion …………………………………………………………………..53 Is Online a Real Space? …………………………………………………………….54 Vision and Virtual Reality ……………………………………………………….…54 Online and Offline as One ………………………………………………………….55 How are Religions Going Online? ………………………………………………….56 Digital religion ……………………………………………………………………………...57 Some Places of Engagement in Digital Religion …………………………………...58 TEACHING FROM THE TENT ix Websites …………………………………………………………………….58 Blogs ………………………………………………………………………..58 Newsgroups ……………………………………………………………… 59 Social Media ……………………………………………………………… 59 Facebook …………………………………………….………… 59 Twitter ……………………………………………….………… 60 Instagram. …………………………………………….………… 60 Snapchat ……………………………………………….……… 60 WhatsApp ……………………………………………….……… 61 Video and audio platforms …………………………………… 61 Online Religion and Women’s Leadership …………………………………………… 62 Christian and Jewish Women and the Option of the Internet ………………… 62 Islam Online ……………………………………………………………………… 64 Social media use ………………………………………………………… 65 Apps. ………………………………………………………………………. 66 Questions and articles …………………………………………………… 66 Muslim Women Online ………………………………………………………… 66 Theoretical Frameworks ……………………………………………………………… 67 Feminism ……………………………………………………………………… 67 Feminist theory ……………………………………………………………. 68 Complexity Theory …………………………………………………………… 69 Aristotle’s Ways of Knowing ………………………………………………… 71 Epistemé ………………………………………………………………… 72 TEACHING FROM THE TENT x Techné ………………………………………………………………… 72 Nous and sophia ………………………………………………………… 72 Phronesis ……………………………………………………………… 73 Summary of the Literature Review ……………………………………………………….. 74 CHAPTER THREE …………………………………………………….……………… 76 Methodology ………………………………………………………….……………… 76 Qualitative Research ………………………………………………….……………… 76 Feminist Research …………………………………………………………………… 77 Feminist Phenomenology………………………………………………………… 77 Data Collection ………………………………………………………………………… 78 Participant selection ……………………………………………………………………… 80 Participant summary ………………………………………………………………… 80 Seven Muslim Women who Lead ……………………………………………… 80 The Thread Participants (WRLN) …………………………………………… 81 Instruments
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