Through employing ethnographic data collected with female teachers from rural and low-income communities in Pakistan, this paper examines how parhi likhi (educated) women's access to valuable opportunities in public domains is contingent upon them becoming subject to new regulations, especially regarding their sexuality. This gendered process of…

In a world marred by the fears of religious extremism, Muslim women have become subjects of various global projects that aim to modernize 'traditional' Muslim societies through women's education and empowerment. Embedded in these discourses is an assumption that "all" educated Muslim women will empower themselves through challenging the…

The contemporary paradigm of international development invests in individuals and communities as the main agents of development. In this paradigm, education is presented as the central avenue for individuals and communities to generate resources and networks to empower themselves. Some development and feminist scholars have critiqued this intense…