Digitizing the field of women’s Islamic education: Changing infrastructures during coronavirus lockdown in Denmark
This article builds on fieldwork conducted in 2019 and 2020 and examines the implications of Covid-19 lockdown for the engagement of Danish Muslim women in Islamic educational activities. Drawing on Deleuze and Guattari (2012) and Larkin (2008b), it displays how technological infrastructure influenc...
| Auteur principal: | |
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| Type de support: | Électronique Article |
| Langue: | Anglais |
| Vérifier la disponibilité: | HBZ Gateway |
| Journals Online & Print: | En cours de chargement...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Publié: |
[publisher not identified]
2022
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| Dans: |
Approaching religion
Année: 2022, Volume: 12, Numéro: 1, Pages: 184-200 |
| Sujets / Chaînes de mots-clés standardisés: | B
Dänemark
/ Covid-19
/ Enseignement religieux islamique
/ Systèmes virtuels (informatique)
/ Musulmane
/ Engagement
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| Classifications IxTheo: | AG Vie religieuse BJ Islam KBE Scandinavie ZG Sociologie des médias; médias numériques; Sciences de l'information et de la communication |
| Sujets non-standardisés: | B
Space and time
B religion and media B Islamic Education B Digital Religion B Religion and Covid-19 B Muslim Women |
| Accès en ligne: |
Volltext (kostenfrei) Volltext (kostenfrei) |
| Résumé: | This article builds on fieldwork conducted in 2019 and 2020 and examines the implications of Covid-19 lockdown for the engagement of Danish Muslim women in Islamic educational activities. Drawing on Deleuze and Guattari (2012) and Larkin (2008b), it displays how technological infrastructure influences religious practice and the constitution of religious space. For the women engaged in Islamic education, the forced use of digital-media technologies unmoored conditions for being at activities, reorganized time and space, and changed conditions for relating to communities. As home became the territory from where the women conducted all religious practices, including educational activities, classes and seminars were accessed on more individualized terms and became more easily integrated with other everyday activities. This made room for expanding engagement and accessing more diverse educational opportunities. At the same time, it withdrew the women from spaces of bodily and sensory togetherness, where feelings of community and connection would usually be nurtured. |
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| ISSN: | 1799-3121 |
| Contient: | Enthalten in: Approaching religion
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| Persistent identifiers: | DOI: 10.30664/ar.111015 |