Islam and Higher Education in Transitional Societies edited by Fatma Nevra Settie and Reitumetse Obakeng Mabokela
Author(s): Linda Herrera
Source: Comparative Education Review, Vol. 54, No. 4 (November 2010), pp. 607-609 Published by: The University of Chicago Press on behalf of the Comparative and International Education Society
Stable URL: http://www.jstor.org/stable/10.1086/657569 .
Accessed: 20/01/2011 09:46
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erism on academic freedoms and existing legal frameworks for this particular college or educational institutions in general. The anecdotal records, descriptions, and student narratives are most engaging and deepen the reader’s understanding of the meaning-making processes of the youth in Kerala in the 1990s. The book examines the complex intersections of sexuality, politics, and fashion with caste/class/gender hierarchies as mediated by globalization and consumerism. There’s an excellent section on masculinity/femininity and sexuality in public spaces that reveals what it means to be a single woman in Indian society. A more deliberate use of the concept of cultural hybridity within the postcolonial framework may have provided an alternative space for the analysis of how the students themselves were able to (or not) reconcile the cultural, political, economic, and educational dichotomies that they confronted in their daily lives. While offering a detailed critical analysis of Kerala as a model in social development and a successful educational system, the book not only provides important insights into the politics of globalization (or liberalization, as it is more commonly construed in India); Lukose also presents a comprehensive tracing of the evolution of gendered identities under the inﬂuences of colonial, postcolonial, capitalist, and traditional forces. The description of the social democracy prevalent in the state of Kerala, and the understanding of citizenship within the politics of India, offer political and economic possibilities of what a similar trajectory might mean for other countries of the “third world.” The publication is a timely one and makes an important interdisciplinary contribution to research literature in ﬁelds such as educational anthropology, sociology, economics, culture studies, gender studies, political science, and international education.
City College of New York
Islam and Higher Education in Transitional Societies edited by Fatma Nevra Settie and Reitumetse Obakeng Mabokela. Rotterdam: Sense Publishers, 2009. 100 pp. $29.00 (paper). ISBN 978-90-8790-703-7.
This compact book, which consists of an introduction and six chapters, deals...
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