Islamic Knowledge or Saudi Knowledge? Female Religious Students and the Problem of Cultural Norms in a Changing Arabian Society
In a society transitioning from a social order largely defined by strict adherence to religious doctrine to one opening up to the forces of a global economy, knowledge of the sources of norms of “proper conduct” (religious rules, cultural traditions or both) is particularly important in determining...
| Authors: | ; ; ; |
|---|---|
| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
|
| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
Routledge, Taylor & Francis Group
[2020]
|
| In: |
Religious education
Year: 2020, Volume: 115, Issue: 5, Pages: 522-535 |
| Standardized Subjects / Keyword chains: | B
Saudi Arabia
/ Islamic theology
/ Female student (motif)
/ Religion
/ Norm (Ethics)
/ Cultural system
/ Socio-cultural change
|
| IxTheo Classification: | AD Sociology of religion; religious policy AG Religious life; material religion BJ Islam KBL Near East and North Africa |
| Online Access: |
Volltext (Resolving-System) |
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| 520 | |a In a society transitioning from a social order largely defined by strict adherence to religious doctrine to one opening up to the forces of a global economy, knowledge of the sources of norms of “proper conduct” (religious rules, cultural traditions or both) is particularly important in determining conformity to or dismissal of such norms. This study surveys young females’ knowledge of the sources of norms that pertain to gender roles in the Kingdom of Saudi Arabia (KSA) under the assumption that formal education plays a key role in knowledge transmission. It asks whether college students enrolled in Islamic Studies can identify the religious or cultural sources of statements that refer to such norms. In this study, accuracy did not differ between sources. However, confidence was higher for cultural sources. As the curriculum moved from a focus on society matters to one that covered a broader array of topics, including communication theory and Middle East history, sources became more difficult to identify. Individual differences in self-efficacy did not predict participants’ source knowledge, but confidence in their answers. | ||
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