Dr. AbdulGafar Olawale Fahm
Digital Technology and Gendered Language Choices in Islamic Learning: Marginality and Identity Formation in Nigerian Muslim Communities
Abstract
This paper explores the impact of digital technology on gendered language choices and identity formation in Islamic learning within Nigerian Muslim communities. It examines how digital platforms such as WhatsApp, YouTube, and social media transform traditional gender dynamics by enabling greater inclusivity, especially for women previously marginalised in formal religious spaces. The study highlights how linguistic pluralism—through Hausa, Yoruba, and English—intersects with digital learning environments, facilitating diverse forms of engagement and knowledge dissemination. Data from fieldwork conducted among religious scholars, educators, and students reveal that digital platforms provide new opportunities for women to acquire and share religious knowledge, reshape authority structures, and challenge established norms. However, the study also notes the persistence of barriers, including authenticity concerns, unequal access to digital tools, and resistance from traditional scholars. By focusing on the interplay between gender, language, and digital technology, this paper provides a nuanced understanding of how digital spaces contribute to identity construction and social change in Nigeria's Islamic learning context.