Sample of Research Method
VI. SAMPLE OF RESEARCH METHODOLOGY DESCRIPTIONS
My research methodology requires gathering relevant data from the specified documents and compiling databases in order to analyze the material and arrive at a more complete understanding and historical reconstruction of the lives of selected female scholars. I hope to shed light on the following questions through my research: 1) How did female scholars obtain their education? a) How important were factors such as kinship networks and socio-economic status in providing women access to their education? b) To what extent did women attend classes with other students and/or was their training obtained through private tutoring? 2) Did religious rules regarding veiling, seclusion, and women’s mobility in the public sphere affect the physical circumstances of women’s education? For example, did women interact directly with male students and teachers in formal educational settings, or did they participate through informal spheres such as gatherings in homes, mosques, libraries, and literary salons? 3) Are there any indications of a curriculum—or a set course of study— that a woman had to complete before gaining recognition as a hadīth transmitter or as a legal scholar? What credentials qualified women to interpret Islamic law or to transmit hadīth ? And how do these compare to the credentials and curricula of contemporary male scholars? 4) To what extent did female scholars obtain an education in a range of religious sciences beyond hadīth transmission, such as Islamic law, Qur’ānic exegesis, or poetry? |
William Faulkner’s books—first with my teachers at [a previous institution], later at the [another university] and the [a university], then with my students in undergraduate and graduate courses at [another university], and finally with literary critics and historians at the [another university]. Decades ago, I left Mississippi, traveling all over the world and living at various places in the United States, as well as
My research methodology requires gathering relevant data from the specified documents and compiling databases in order to analyze the material and arrive at a more complete understanding and historical reconstruction of the lives of selected female scholars. I hope to shed light on the following questions through my research: 1) How did female scholars obtain their education? a) How important were factors such as kinship networks and socio-economic status in providing women access to their education? b) To what extent did women attend classes with other students and/or was their training obtained through private tutoring? 2) Did religious rules regarding veiling, seclusion, and women’s mobility in the public sphere affect the physical circumstances of women’s education? For example, did women interact directly with male students and teachers in formal educational settings, or did they participate through informal spheres such as gatherings in homes, mosques, libraries, and literary salons? 3) Are there any indications of a curriculum—or a set course of study— that a woman had to complete before gaining recognition as a hadīth transmitter or as a legal scholar? What credentials qualified women to interpret Islamic law or to transmit hadīth ? And how do these compare to the credentials and curricula of contemporary male scholars? 4) To what extent did female scholars obtain an education in a range of religious sciences beyond hadīth transmission, such as Islamic law, Qur’ānic exegesis, or poetry? |
William Faulkner’s books—first with my teachers at [a previous institution], later at the [another university] and the [a university], then with my students in undergraduate and graduate courses at [another university], and finally with literary critics and historians at the [another university]. Decades ago, I left Mississippi, traveling all over the world and living at various places in the United States, as well as