ISL355: Women in Islam Islamic Cultures and Civilisation

Questions

1. Universal sisterhood concept does not solve women's problems in different parts of the world. Why can't first world women understand third world women? Likewise, why can't secular feminists understand Islamist feminists? Discuss it considering theoretical and practical
perspectives and arguments. Support your arguments with relevant cases and examples from the relevant lecture materials. 

2. What is Islam's approach to equality, equity and division of labour? Examine these approaches by discussing a) "guardianship" or qiwamah and b) women's and men's essential roles and additional/optional roles according to Islam. Give reference to the relevant lecture materials in your answer. 

3. Explain the underlying reasons behind the advantages or disadvantages faced by Muslim women in the legal context. While answering this question, please consider referring all the three cases below:
a) Women's legal rights and status in the Medieval age
b) Muslim women's contemporary experiences in Muslim societies ruled by shariah,
c) Muslim women's contemporary experiences in Western societies where Muslims live as minorities like Australia. Refer to the relevant lecture materials in your answer. 

4. Discuss the institution of ijtihad by critiquing and synthesising the traditionalist, conservative, modernist and feminist approaches. How would you explain a moderate (safe and sound) approach to ijtihad especially while dealing with women's matters? Consider (and critique if needed) the moderate Muslim scholars' approaches while answering this question. 
5. Explain and discuss in which ways the upper-class Muslim women' visibility differed in the medieval age and early 20th century. 

Summary of Assessment Requirements

The assessment required students to engage critically with major themes concerning women’s rights, gender equality, and feminist perspectives within Islamic and global contexts. It consisted of five essay-style questions, each demanding theoretical understanding and application of lecture materials, case studies, and scholarly interpretations.

Key assessment components included:

1. Critical discussion on universal sisterhood evaluating why Western (first-world) feminist perspectives often fail to address the lived realities of third-world and Islamist women.
2. Islam’s stance on equality and division of labour examining key concepts such as qiwamah (guardianship) and distinct gender roles.
3. Legal contexts of Muslim women analysing women’s rights from the medieval period to contemporary Muslim and Western societies.
4. Institution of ijtihad critiquing different interpretative schools (traditionalist, conservative, modernist, feminist) and proposing a balanced, moderate approach.
5. Visibility of upper-class Muslim women comparing sociocultural roles and representation in the medieval and early 20th centuries.

Students were expected to demonstrate theoretical understanding, critical comparison, and practical contextualisation using examples from relevant lectures and scholarly readings.

Academic Mentor’s Step-by-Step Guidance and Approach

Step 1: Understanding the Core Themes

The mentor began by helping the student break down each question into core conceptual areas feminism, Islamic jurisprudence, gender dynamics, and historical analysis. The student was guided to identify key frameworks such as Western feminism vs. Islamic feminism, qiwamah in Shariah, and ijtihad as a mechanism of reform.

Step 2: Research Alignment with Lecture Materials

Next, the mentor directed the student to align arguments strictly with course lecture notes and recommended readings, emphasizing the use of relevant case studies (e.g., Muslim women’s experiences in shariah-led vs. secular societies). The mentor reinforced the importance of academic referencing and contextual examples over generic opinions.

Step 3: Structuring the Responses

The student was guided to follow a logical essay structure for each question

• Introduction: Define key terms and outline the argument.
• Main Body: Present theoretical debates, practical implications, and real-world examples.
• Conclusion: Synthesize key insights and propose balanced viewpoints.

This structure ensured clarity, coherence, and strong analytical flow.

Step 4: Critical Comparison and Integration

For questions like the universal sisterhood debate and ijtihad, the mentor helped the student compare Western feminist theories (e.g., liberal and radical feminism) with Islamic feminist frameworks (e.g., Mernissi, Wadud, Barlas). The focus was on integrative critical thinking appreciating differences while identifying points of convergence.

Step 5: Case Study Application and Analysis

To enhance credibility, the mentor encouraged the student to use real-life examples from Muslim-majority societies (e.g., Egypt, Saudi Arabia) and Muslim-minority contexts (e.g., Australia). This deepened the student’s ability to relate theory to practice and reflect on the diversity of Muslim women’s lived experiences.

Step 6: Refinement and Review

The mentor reviewed draft responses for academic tone, logical progression, and adherence to the marking rubric. Focus was placed on eliminating bias, maintaining scholarly neutrality, and ensuring theoretical depth supported by evidence.

Outcome and Learning Objectives Achieved

By the end of the mentoring process, the student successfully produced a comprehensive, critically balanced, and contextually grounded assessment. The student demonstrated:

• Enhanced critical thinking in differentiating feminist perspectives across cultures.
• Deep understanding of Islamic legal and ethical principles, especially relating to gender.
• Improved academic writing and referencing skills, aligning arguments with course materials.
• Ability to synthesize traditional and modern viewpoints, particularly through ijtihad and reform discussions.
• Contextual awareness of how religion, culture, and law shape women’s experiences differently across historical and geographical contexts.

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