Teachers and teaching islam and muslims in pluralistic societies: Claims, misunderstandings, and responses

Sarfaroz Niyozov

Research output: Contribution to journalArticlepeer-review

22 Citations (Scopus)

Abstract

The author argues that teachers' positive work in the education of Muslim students needs to be emphasized and their voices contextualized and critically engaged. He problematizes notions that have been circulating in the public sphere around the education of Muslims in western contexts (racism, Islamophobia, school curricula that ignore Muslim perspectives and contributions) by simultaneously acknowledging and refuting them. He contextualizes these issues by linking them to what education means in the context of intensified communication between diverse peoples, multiple perspectives and globalization. He ends by highlighting the data's implications for research, policies and practices in education as well as for teachers' training in Canada and other pluralistic societies.

Original languageEnglish
Pages (from-to)23-40
Number of pages18
JournalJournal of International Migration and Integration
Volume11
Issue number1
DOIs
Publication statusPublished - Feb 2010
Externally publishedYes

Keywords

  • Islam
  • Muslim education
  • Public schools
  • Teachers' perspective

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