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222PROPOSAL for the Research Assignment
WGS 320 feminism in Islam (online)
Instructor Sanaa Rahman
Spring 22
Due dates:
Proposal& annotated Bibliography with 3 resources due March 31
Final Research Paper with 5 resources due on April 20
Power Point Final Presentation due April 30
The proposal is the first step in this assignment.
• Sources books- academic journal use “ Google Scholars articles”
• The proposal should be about 2 pages, typed, double-spaced, MLA style, and
should
Address the following questions:
What do you want to know?
• Part 1 Feminist background (life, education and experience)
• Part2 .This section of the paper will discuss the figure vision of feminism.
Why the person is important and what impacts the figure had on Arab-Muslim
What are the issues he/she advocates for?
• Part 3- The legacy, most important books? Are they linked to women’s issues
How are you going to go about researching the questions above?
• Provide a bibliography and annotated bibliography for at least 3 sources you
plan to use.
To help you visualize this, your proposal will need to briefly address all of the
following areas (which are required elements of the research project):
Ideology & its link to
activism- Political
vision- Issues- arena
IIdeaT
of action
Feminist background
Personal-life, education
and experience
What is her Legacy
Books Organization?
Inspiration on people
and states.
Research paper feminism in Islam
Spring 22
Instructor Sanaa Rahman
Due dates:
Final paper due, April 20 write your name on your part if you prefer. Your
research paper should be 1000 words (around 8pags) pages for the whole
group. Use MLA Style.
Final Power Point Presentation due, April 30
Final Products:
Turning it in:
Content:
1) PowerPoint presentation- Your PPT presentation should have
12 slides (group of two)
2) Annotated Bibliography – This is a bibliography that gives the
full citation of each source you use AND a paragraph that summarizes
the content and value of the source.
Each student has 6 slides with his/her name. Even though it is a group
work but each student will be graded individually.
Post in Discussion as a link to share with class, and turn it in through
the D2L DropBox for me.
This is your opportunity to delve more deeply into an issue related to
feminism in Islam- Arab -Muslim feminists and its link to modern
women’s human rights (political, social, cultural rights) that interests
you and to teach the rest of the class about it.
Note***Collaboration and communicating with your group members is your
responsibility- but if you have any question email me as soon as
possible don’t wait to the last minute.
.
Your research should be focused around three considerations.



Figure male or female-To what extend his/her personal life, social strata, and political
vision influenced his path as an active feminist.
Ideology – to what extend the feminist ideology and political vision guide feminist to
fight for all women.
Activism- Action – To what extend can a feminist go in organizing, promoting, and
advocating women’s issues within a particular country. What strategies and tactics
(actions) Are they making any progress – why or why no
Bibliography:
I am looking for high quality sources that demonstrate to me that you invested some time
in your research, not just Googling and seeing what pops up! You need a minimum of 5
sources.
• News stories should be from recognized or recognizable NEWS sources. That means
journalists who do research and write news stories based on their research.
• Scholarly sources might include peer-reviewed journal articles or research-based books
related to the issue. Our friendly NEIU librarians can help you find the appropriate type
of sources.
• Websites of activist groups, governmental agencies, international agencies, etc. may be
used, and may be rich sources. But, you must pay attention to the quality of the
information on any websites you use. That means you need to be a critical consumer of
internet-based information. Remember, practically anybody can put up a website
today, saying anything they want! That doesn’t mean it’s automatically wrong, but as
scholars and students, we want to assess how accurate our sources are.
What your PPT slides should look like:
Your actual slides should have brief information, organized for visual accessibility.
Below your slide, in the area labeled “Notes,” you should write text in sentence and
paragraph form that expands and elaborates on the SLIDE.
Avoiding Plagiarism:
Learning how to avoid plagiarism takes some work and thought. Especially in this day of
electronic copying and pasting, it is very easy to “accidentally” plagiarize by simply
forgetting to mark a quotation and forgetting to put the citation information in. DON’T
MAKE THAT MISTAKE!
Okay, I just copied the quote above from a website, but I have (1) marked it as a quote, (2)
given you the name of the source and the website from which I got it, and (3) put a change I
made in the text in brackets – I changed the “p” of the first word to a capital letter. In the
original, that was not the beginning of the sentence, but in my quote, it is, so I needed to
modify it. But you can’t just change something in a quotation without showing that you
changed it. That is the function of the square brackets.
These are the things you need to have on your mind and practicing while you are doing
your research!
This is true! The NEIU policy on plagiarism is a good example of not making this
distinction. It is when you get in a rush or get sloppy about your research process that the
second problem of misuse of sources happens easily. Build good practices into your
research process and you are less likely to create problems for yourself. Know where you
got your material. Keep a record while you are doing your research.
Never copy and paste material from a source without also copying or writing down the full
citation information.
If you paraphrase the material, by summarizing it and turning it into your own words, you
do not put quotations marks around the text, but you DO still cite your source.
If you are borrowing more than a few words from a source, be cautious and mark it as a
quote by putting quotation marks around it. Longer quotes, like the one below, can be
offset by indenting, without quotation marks. Either way, the author’s name, date and page
number (if it’s a quote) should be in parentheses at the end of the quote.
Here is an example from an article
As George Lakoff (2006) has shown with the language of freedom and liberty,
the same terms can have vastly different meanings in different contexts. Why is this
important? On the one hand, the discourse of human rights has gained
enormous traction in the past two decades as the framework for talking about
improving the lives of people, their material survival and human dignity (Moncado
and Blau 2009, Hafner-Burton and Ron 2009, Mertus 2009). Activists in many parts
of the world are using the language of human rights to promote their causes. But, as
Moncado and Blau (2009) point out, the US has remained “aloof” and has been
sidelined in the human rights revolution going on in many other countries. Despite
some recent expansion of human rights discourse in the US by activists and NGOs,
the ideas and assumptions about human rights are marginal in our political culture.
(Matthews, 2012, p. 133-4)
In the paragraph above, you can see that she have borrowed ideas and concepts from other
scholars. She is not quoting them (except when she put the word “aloof” in quotations
marks because that was a very distinctive way to phrase what Moncado and Blau were
saying). Generally, she is referring to their ideas, to show how what she is writing about it
BUILDING ON THE IDEAS OF OTHERS.
That is really the key lesson in relation to avoiding plagiarism and misuse of sources. It
is about integrity, and acknowledging that we are part of a community of people studying
to try to understand the world.
Iysha Massoud
Hafsa Khan
Final project proposal
Zainab Al-Ghazali
Feminist background
The name Zainab in Arabic means; her father’s glory. Zainab’s name reflects her reality.
Zainab was born in 1917 in an Islamic religious household; her father received his education
from Al Azhar University. His studies impacted Zainab’s upbringing. Her father encouraged her
to be strong in leadership & courage, which led her to question the role of women in her society.
As a teenager in 1935, she enrolled herself in existing feminist parties, such as The Egyptian
Feminist Union, then left the EFU because she found a more liberating call for women in Islam
rather than the secular feminist parties. Zainab established her organization called The Muslim
Women’s Society. Zainab managed to occupy different roles in her life; the first was her family,
and the second was advocating for women. she was passionate and dedicated to social reforms
for women under the Quran scripts. Zainab was married twice; she knew her Islamic rights when
she demanded a mutual agreement with her first husband to separate if his interest or selfishness
would stop her from Da’wah.
Later, Zainab Al-Gazali sided with the Muslim Brothers’ party after receiving many invitations
from the movement leader. The resilient feminist encountered tension in her life, not only from
the patriarchal domination in Egypt but also from the government authorities under Jamal Abed
Al- Nasser’s reign, who imprisoned AL -Gazali for not complying with socialism. After her long
time in prison. Zainab Al-Gazali was released from Jail. She spent the rest of her life as an author
and became an editor of the women’s column for the Al-Da’wah magazine. Zainab Al- Gazali
died at the age of 88 years old.
Vision
Zainab Al-Gazali was one of the first women to create Islamic feminism in Egypt after being
frustrated with the secular feminist organization in her society. Her Da’wah enlightened Muslim
women about the Quranic scripts that define women’s roles & rights to protect them from the
patricharical also; Zainab was one of the essential feminists because she was an excellent
example of feminism as she fought the colonialism ideologies that encouraged women to destroy
the Islamic society. She explained that the Quran is the most vigorous defense and the primary
source of advancement for women without the need for emulation of the western ideologies
about feminism. Her services have gained popularity among Arab Muslim women, even in
contemporary times. Muslim women follow in Zainab’s footsteps to be independent, active in
society and enjoy life within the Islamic framework. AL-Gazali’s advocacy for Muslim women
was in the shape of Da’wah; she organized weekly lectures and delivered speeches for a vast
audience. Her seminars provided religious education and social reforms, established programs to
help impoverished families and orphaned children, and provided mediation services for family
disputes. Zainab’s Da’wah expressed if women have an intimate relationship with the Quran, they
will learn their rights and discover absolute equality between genders within the Islamic
framework, such as political, economic, and educational aspects. Zainab’s organization, The
Muslim Women’s society, changed the title’s name to “The Muslim Sisters,” which they
collaborated with “The Muslim Brothers.” The Muslim Sisters” and “The Muslim Brothers” have
always been a target of governmental officials in Egypt; both parties expanded to the Arab
world, they are still a threat to the Arab governments.
The Legacy
Days from My Life was published in 1978; Al-Gazali expresses her struggle with the government
and their attempt to assassinate her. The return of the Pharaoh 1994 book is similar; she talks
about her battle in Jail; she expresses the inhumane treatment and the horrors of torture in her
cell. The book highlights the most critical events while she was impressed by the Jamal abed al
Naser region. Zainab’s books were more autobiographies than her Da’wah or advocacy for
women.
Research sources
We will use the book Feminism in Islam, scholarly articles about Zainab Al-Gazali, and her
Autobiography books to answer the research question.
Bibliography
Lewis, Pauline. “Zainab al-Ghazali: pioneer of Islamist feminism.” Journal of History (2007): 1-47.
Debian, R. E. A. M. “Packaging Zainab Al-Ghazali: The Gendered Politics of Translation and the
Production of “Moderate” Muslim Sister and Islamism.” International Relations 5.4 (2017): 205-224.
Lewis, Pauline. “Equity Not Equality: The Gender Discourse of an Egyptian Activist.” (2013).
Magray, Ahsan Ul Haq, and Mohd Ishaq Bhat. “Resistance and Trauma: A Study of Prisoner No 100: An
account of My Days and Nights in an Indian Prison.”
Farag, Mona. “The Muslim sisters and the January 25th revolution.” Journal of International Women’s
Studies 13.5 (2012): 228-237.

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