Islamophobia is a reality today that finds its manifestations at different levels of society and has been researched through diverse gendered, ethnic, and regional perspectives. The sensitivity of the topic has resulted in limited work around exploring consequences of Islamophobia on Muslim children. As religiously charged crimes against Muslims in the West continue to grow, Islamophobia has crept into the schools, classrooms, and playgrounds of many countries and needs to be recognized and effectively mitigated. Based in a child rights-based context, this chapter is a review of empirical literature that attempts to characterize and theorize Islamophobia to understand why and how it affects the lives of Muslim children. It accounts for varied Islamophobic experiences that children encounter in regions of North America and Europe. It is inferred that educational institution cannot be isolated from global incidents of Islamophobia and become sites for further propagating racist sentiments. The chapter ends with school social work model directed towards prevention and reduction of Islamophobia.
Islamophobia and related incidents of hate‐crimes, religious discrimination and profiling are increasingly being researched to have adverse effects on Muslim adults and children alike. Rising episodes of anti‐Muslim religious bullying are being reported from schools, classrooms and playgrounds across the globe and, hence, need to be accounted for, recognized and mitigated. This study uses child‐participatory research methodology to understand experiences of American Muslim children regarding Islamophobia. It was conducted with 26 children participants (N = 26) studying in Grades 5–8, at an Islamic School in the United States. Drawings and semi‐structured focus group discussions were used for data collection. Findings revealed that Islamophobia should be characterized through a unique child‐centric lens, to recognize how it affects the lives of Muslim children. Narratives and silences of female participants highlighted how gendered Islamophobia has become so common for young Muslim girls that it has become ‘invisible.’ It was seen that children's perception of Islamophobia often becomes a projection of parental influences. Participants put forward resilience techniques, which pave ways for social work interventions with Muslim children. The study ends with a school social work model directed towards prevention and reduction of Islamophobia, which educators, schools and social workers can implement.
Islamophobia is a reality today that finds its manifestations at different levels of society and has been researched through diverse gendered, ethnic, and regional perspectives. The sensitivity of the topic has resulted in limited work around exploring consequences of Islamophobia on Muslim children. As religiously charged crimes against Muslims in the West continue to grow, Islamophobia has crept into the schools, classrooms, and playgrounds of many countries and needs to be recognized and effectively mitigated. Based in a child rights-based context, this chapter is a review of empirical literature that attempts to characterize and theorize Islamophobia to understand why and how it affects the lives of Muslim children. It accounts for varied Islamophobic experiences that children encounter in regions of North America and Europe. It is inferred that educational institution cannot be isolated from global incidents of Islamophobia and become sites for further propagating racist sentiments. The chapter ends with school social work model directed towards prevention and reduction of Islamophobia.
The outbreak of COVID-19 pandemic resulted in large-scale educational disruptions for school-going children around the world. India was among the worst hit, as multiple lockdowns put a sizeable percentage of Indian children, out of school which resulted in accumulated learning gaps, particularly for children coming from marginalized socio-economic backgrounds. To confront this learning crisis and curricular deficits, Room to Read India, a global organization working towards a world free of illiteracy and gender inequality, adopted multiple remote literacy interventions to reach out to children from vulnerable families. The study recommends that a blended hybrid mode of education, incorporating both online and offline mediums of learning, is significant in bridging the digital divide for marginalized children, who do not have adequate access or knowledge about digital resources. It was inferred that successful digital learning for children cannot take place in isolation and a dynamic partnership between teachers and parents is essential to reach out to vulnerable children.
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