Department of Teaching, Learning and Teacher Education
Date of this Version
2010
Citation
Diaspora, Indigenous, and Minority Education 4:4 (2010), pp. 253–267.
doi: 10.1080/1559 5692.2010.513235
Abstract
This article discusses the findings of a study examining the challenges and opportunities of supporting Muslim students in secular public schools. Education is explored as a multifaceted interplay between home and family life, community resources, school programs and policies, and classroom lessons to investigate the curricular experiences of Muslim students in North America. In particular, this study focuses on data gathered through interviews, informal conversations, and participant observations to draw a narrative case study of a female, Bangladeshi, Muslim student attending a comprehensive elementary and middle school. The study explores tensions and growth among this Muslim student, her parent, and members of her school community as she balances affiliation to family beliefs and practices, her ethnic community, her Muslim community within the diaspora, and her school community.
Included in
Curriculum and Instruction Commons, Teacher Education and Professional Development Commons
Comments
Copyright © 2010 Taylor & Francis Group, LLC. Used by permission.