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Author: Hicham Tiflati Publisher: Routledge ISBN: 1000215431 Category : Education Languages : en Pages : 160
Book Description
This insightful text examines the impact of Islamic schooling on Muslim youth in French-speaking Canada to consider how these institutions influence the formation of students’ cultural, national, ethnic, and religious identities, and their sense of belonging to Quebec and Canada. Through close qualitative analysis of interviews conducted with first- and second-generation students, as well as parents, teachers, and leaders involved in Islamic high schools, this text explores how far institutions succeed in preparing young Muslims to participate in the broader secular society in Quebec and in English-speaking Canada. As well as investigating the historical and contemporary development of Islamic schooling in Canada, and addressing public perceptions of this educational sector, the volume foregrounds the voices of those directly involved in these schools to illustrate first-hand experiences, and the motivations and objectives of those choosing to support or engage in these schools. Overarching themes include citizenship, integration, and the complex interplay of Muslim, Quebecois, and Canadian values. This book will be of great interest to graduate and postgraduate students, researcher scholars and academics in the fields of religion, education, Islamic studies, multicultural education curriculum studies, and faith-based teacher education.
Author: Hicham Tiflati Publisher: Routledge ISBN: 1000215431 Category : Education Languages : en Pages : 160
Book Description
This insightful text examines the impact of Islamic schooling on Muslim youth in French-speaking Canada to consider how these institutions influence the formation of students’ cultural, national, ethnic, and religious identities, and their sense of belonging to Quebec and Canada. Through close qualitative analysis of interviews conducted with first- and second-generation students, as well as parents, teachers, and leaders involved in Islamic high schools, this text explores how far institutions succeed in preparing young Muslims to participate in the broader secular society in Quebec and in English-speaking Canada. As well as investigating the historical and contemporary development of Islamic schooling in Canada, and addressing public perceptions of this educational sector, the volume foregrounds the voices of those directly involved in these schools to illustrate first-hand experiences, and the motivations and objectives of those choosing to support or engage in these schools. Overarching themes include citizenship, integration, and the complex interplay of Muslim, Quebecois, and Canadian values. This book will be of great interest to graduate and postgraduate students, researcher scholars and academics in the fields of religion, education, Islamic studies, multicultural education curriculum studies, and faith-based teacher education.
Author: Hicham Tiflati Publisher: Routledge ISBN: 1000215458 Category : Education Languages : en Pages : 214
Book Description
This insightful text examines the impact of Islamic schooling on Muslim youth in French-speaking Canada to consider how these institutions influence the formation of students’ cultural, national, ethnic, and religious identities, and their sense of belonging to Quebec and Canada. Through close qualitative analysis of interviews conducted with first- and second-generation students, as well as parents, teachers, and leaders involved in Islamic high schools, this text explores how far institutions succeed in preparing young Muslims to participate in the broader secular society in Quebec and in English-speaking Canada. As well as investigating the historical and contemporary development of Islamic schooling in Canada, and addressing public perceptions of this educational sector, the volume foregrounds the voices of those directly involved in these schools to illustrate first-hand experiences, and the motivations and objectives of those choosing to support or engage in these schools. Overarching themes include citizenship, integration, and the complex interplay of Muslim, Quebecois, and Canadian values. This book will be of great interest to graduate and postgraduate students, researcher scholars and academics in the fields of religion, education, Islamic studies, multicultural education curriculum studies, and faith-based teacher education.
Author: Jasmin Zine Publisher: University of Toronto Press ISBN: 1442692944 Category : Social Science Languages : en Pages : 385
Book Description
Religious schooling in Canada has been a controversial subject since the secularization of the public school system, but there has been little scholarship on Islamic education. In this ethnographic study of four full-time Islamic schools, Jasmin Zine explores the social, pedagogical, and ideological functions of these alternative, and religiously-based educational institutions. Based on eighteen months of fieldwork and interviews with forty-nine participants, Canadian Islamic Schools provides significant insight into the role and function that Islamic schools have in Diasporic, Canadian, educational, and gender-related contexts. Discussing issues of cultural preservation, multiculturalism, secularization, and assimiliation, Zine considers pertinent topics such as the Eurocentricism of Canada's public schools and the social reproduction of Islamic identity. She further examines the politics of piety, veiling, and gender segregation paying particular attention to the ways in which gendered identities are constructed within the practices of Islamic schools and how these narratives shape and inform the negotiation of gender roles among both boys and girls. A fascinating and informative study of religious-based education, Canadian Islamic Schools is essential reading for educators, sociologists, as well as those interested in Immigration and Diaspora Studies.
Author: Ahmad F. Yousif Publisher: Legas Publishing ISBN: Category : Psychology Languages : en Pages : 156
Book Description
Despite Islam's long history in the "new world", the majority of Muslims in Canada are relatively new immigrants. How do Muslims in Canada cope with living in a non-Islamic environment? Are they able to maintain their Islamic values or do they prefer to become assimilated? To what extent does observance of the "five pillars" of Islam influence their identity? What effect do Canadian values such as drinking alcohol, eating pork, celebrating Christmas, premarital sex, bank interest, etc. have on a Muslim's identity, particularly since many of these are forbidden by Islam? What role do Muslim's community groups and organizations play in the adaptation of Muslims immigrants to their new homeland? How are Muslim's living in Canada affected by the political structure at the community, national and international level? This book examines these questions as well as many others, in an attempt to determine the extent to which Muslims in the Canadian multicultural mosaic are able to maintain their identity.
Author: Naved Bakali Publisher: Springer ISBN: 9463007792 Category : Education Languages : en Pages : 154
Book Description
The 9/11 terror attacks and the ensuing War on Terror have profoundly impacted Muslim communities across North America. Islamophobia: Understanding Anti-Muslim Racism through the Lived Experiences of Muslim Youth is a timely exploration of the experiences of young Canadian Muslims and the challenges they have encountered since 9/11. Through framing anti-Muslim racism, or ‘Islamophobia’, from a critical race perspective, Naved Bakali theorizes how racist treatment of Muslims in public and political spheres has been mediated through the War on Terror. Furthermore, he examines the lived experiences of Muslim youth as they navigate issues relating to race, gender, identity, and politics in their schools and broader society. This book uncovers systemic bias and racism experienced by Muslim youth in a climate that is increasingly becoming hostile towards Muslims. Ultimately, the findings detailed in this work suggest that anti-Muslim racism in the post-9/11 era is inextricably linked to the effects of the War on Terror in the North American context. Moreover, Islamophobia is also impacted by localized practices, policies, and nationalist debates. This book is a unique contribution to the field of anti-racism education as it examines systemic and institutionalized racism towards Muslims in Canadian secondary schools in the context of the War on Terror.
Author: Maysa Haque Publisher: ISBN: Category : Languages : en Pages : 0
Book Description
This study examines the landscape of experiences and perceptions of young Muslims in Canada regarding school-based, informal, parental, and Islamic sexual education (sex-ed). The concept of religiously and culturally sensitive sex-ed is also discussed. This study explores the messages conveyed to young Muslims by these different sources of sex-ed and how they negotiate them. Focusing on Muslims in Canada between the ages of eighteen and twenty-nine, data from 251 online survey responses and fourteen interviews were collected. Survey responses were analysed as quantitative data and used to contextualize interview data, which was analyzed using grounded theory in NVivo 11. Similar to young people from other backgrounds in Canada, young Muslims in Canada demonstrate a wide variety of opinions and experiences with regard to sex education. Informal sources such as the internet and friends/peers were found to shape survey respondents' and interview participants' understandings of sex-ed the most, followed by public school sex-ed. Parents, religiously designated schools, Islamic teachers/authorities, Muslim gatherings, and pornography provided the least sex-ed. Through their navigation of sex-ed, many of the Muslim youth in this study demonstrated the adoption and integration of Canadian educational and social values into their beliefs and practices of Islam, for instance, multiculturalism, critical thinking, and individual autonomy. Participants indicated that greater clarity regarding how to navigate sex-ed from parents, "Islam", Muslim communities, school, and mainstream Canadian society would have especially benefited them during their school years by mitigating confusion and increasing a sense of security and confidence in their Muslim identities. Three strategies that could help achieve this goal arose from the data. The first strategy employes a more comprehensive and multi-culturally competent school-based sex-ed, which would include recognition that following religious teachings is a normal choice for some. The second strategy would emphasize more openness from parents, religious teachers, and Muslim communities towards discussing Islamic and non-Islamic sex-ed. The third strategy would develop a greater degree of connection between "rule book" Islam and the reasons, ethical objectives, and spiritual meaning behind Islamic teachings concerning sex, gender, and sexuality. Participants indicated that these three strategies would help them more confidently bridge potentially conflicting information.
Author: Publisher: BRILL ISBN: 9087909578 Category : Education Languages : en Pages : 227
Book Description
"The essays in this book think through and with Deleuzian concepts in the educational field. The resultant encounters between concepts such as multiplicity, becoming, habit and affect and Multiple Literacies Theory exemplify philosophically inspired and productive thinking. "—Paul Patton, Professor of Philosophy, University of New South Wales
Author: Jasmin Zine Publisher: National Library of Canada = Bibliothèque nationale du Canada ISBN: 9780612918399 Category : Islamic education Languages : en Pages : 944
Book Description
This study provides a critical ethnographic examination of 4 full-time Islamic schools in order to examine the social, pedagogical and ideological functions of these alternative, religiously-based educational institutions in Canada. This research is based on the following three objectives: (1) identifying the role and function of Islamic schooling in a diasporic context, (2) understanding the role of Islamic education in the development of Islamic identity, (3) examining the Islamization of knowledge and pedagogy in Islamic schools. The discursive socialization and educational practices of Islamic schools also serve to structure gender roles in the Muslim community. The socialization of Muslim girls in particular is implicated by the contested notion of gender identity in Islam. Muslim girls must negotiate various orientations and articulations of identity that both challenge and affirm traditional notions about Islamic womanhood, as well as facing situations of "gendered Islamophobia" outside of schools. For religiously oriented families, Islamic schools provide a more seamless transition between the values, beliefs and practices of the home and school environment. They also provide a space free from racism and religious discrimination that many students encounter within public schools. This study also examines the epistemological foundations for Islamically-centred education and the pedagogical strategies, including methods of discipline and socialization. These aspects of knowledge, pedagogy and practice are examined in order to better understand how they are informed by the religious and spiritual traditions of Islam. Operating as a spiritually-based alternative to the public education system, independent Islamic schools take on multiple sociological roles. For example, these schools attempt to create a "safe" environment that protects students from the "de-Islamizing" forces in public schools and society at large. Some parents choose Islamic schools for children who have become engaged in un-Islamic behaviours such as alcohol or drug use, gang activities or sexual promiscuity. In these circumstances the schools function as spaces for the re-socialization and rehabilitation of wayward youth. Islamic schools therefore also operate as sites for the social reproduction of Islamic identity.
Author: Brahim ould baba ould ahmed Publisher: ISBN: Category : Languages : en Pages : 0
Book Description
The Muslim identity of young people attending independent Islamic schools in Winnipeg is the central focus of this thesis. More specifically, the study focuses on how young people construct their Muslim identity at the crossroads of Canadian culture and a minority religious heritage, in independent schools where Islam is dominant. Three main objectives guide this research: a) The markers of Muslim identity as presented by the young participants; b) the role of Islamic schools in the process of identity construction of young people; c) the relationships of young people with their religious and cultural heritage in a non-Muslim majority context. The conceptual framework consists of four main concepts: the concept of identity and its religious construction in a diasporic context; Bourdieu's religious habitus as a theoretical basis for the analysis of identity choices of young Muslims; Islam and the concept of the community as a sociological analysis; and the role of the school and the family in the construction of identity of young Muslims. From a scientific perspective, this is the first comprehensive work on the construction of Muslim identity for young immigrants living in Winnipeg and attending Islamic independent schools. Through the study of youth attending Islamic schools in Winnipeg, the tools of qualitative methods of data collection were adopted, ie group discussions and individual interviews. The data analysis framework looks at participants' historical and relational journeys as they negotiate their identity in three identity poles: the legitimizing identity of the dominant internal discourse, the resistant identity, and the identity-project that these youth build. The results show a strong attachment of young people to their religion and an active participation in the construction of their Muslim identity. Through the burden of the dominant majority culture, these young people negotiate their identities from three different religious perceptions: an inherited family Islam, a reconstructed Islam, and a renewed Islam. The intent of the thesis is to contribute to the advancement of knowledge in the study of religious minorities in Canada, including young people attending Islamic denominational schools.
Author: Máiréad Dunne Publisher: Springer ISBN: 1137312793 Category : Social Science Languages : en Pages : 303
Book Description
This book explores the production of Muslim youth identities, with respect to nation, religion and gender in Pakistan, Senegal, Nigeria and Lebanon. As Muslim-majority, post-colonial states with significant youth populations, these countries offer critical case studies for the exploration of the different grammars of youth identities, and ‘trouble’ the perceived homogeneity of Muslims in local and global imaginaries. The authors offer rigorous and detailed accounts of the local, situated and contingent ways in which youth articulate their identities and sense of belonging, and the book reflects on the importance of affect, belonging and affiliation in the construction of youth narratives of identity as well as highlighting their political and contested nature. Troubling Muslim Youth Identities will be of interest to students and scholars in the fields of development studies, social and cultural studies, gender, geography, education, and peace and conflict studies.
Author: Hicham Tiflati
Author: Hicham Tiflati
Author: Hicham Tiflati
Author: Jasmin Zine
Author: Ahmad F. Yousif
Author: Naved Bakali
Author: Maysa Haque
Author: ![Staying on the Straight Path [microform] : a Critical Ethnography of Islamic Schooling in Ontario PDF](https://books.google.com/books/content/images/frontcover/F1HHAAAACAAJ?fife=w80-h100)
Author: Jasmin Zine
Author: Brahim ould baba ould ahmed
Author: Máiréad Dunne