Abstract
This article presents some initial reflections related to socialization processes within an educational institution for young women belonging to the Chabad Lubavitch Chassidian religious movement. These reflections revolve around how new practices and representations about femininity are instilled in the context of processes of conversion to orthodox religious frameworks. With that aim we will describe and analyze some educational experiences, which are the subject of ongoing ethnographic research. Our approach to this educational process draws on some perspectives on socialization and morality that appear in Foucault's (1990) studies on the technologies of the self, and mainly the ethnographic works of Mahmood (2011) and Fader (2009). In more general terms, it is part of the literature that explores narratives of modernity in contexts of religious movements and that are structured around gender as an analytical category (Abu Lughod 1999; Brenner 1996; Deeb 2011; Fader 2009; Griffith 1997; Mahmood 2011; Woodhead 2011). Referring to these interpretative frameworks, Benhadjoudja and Milot argue that "the recent research in which gender is used as an analytical tool provided a new approach to religious modernity" (2014: 149). In this sense, we hope to contribute to deepening the understanding of women's adherence to contemporary religious movements, thinking beyond the subordination / subversion binary as the only mode of articulation in which this relationship has been conceptualized (García Somoza and Irrazábal, 2014).
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Copyright (c) 2019 Gabriela Grinfeld, Azul Mertnoff
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