Muslim matters: The educational needs of the Muslim child

Parker‐Jenkins, Marie

doi:10.1080/1369183x.1991.9976268

Cited by 7 publications

(5 citation statements)

References 4 publications

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“…The practice of negative evaluation and differential treatment has been noted in the educational experiences of racial and religious minority students. Soft bigotry of low expectations of ethnic religious minoritized students can lead to negative evaluation and bias in assessment (Gibson, 1988, Parker-Jenkins, 1991Dei, 1997). These low expectations are perpetuated by negative racialized stereotypes and Orientalist assumptions about Islam and can be construed from Muslim students' overall experiences within higher education institutions (Zine, 2001).…”

Section: Experiences With Faculty Membersmentioning

confidence: 99%

Impact of Islamophobia on post-secondary Muslim students attending Ontario universities

Alizai

2020

Race Ethnicity and Education

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This study investigated the experiences of Muslim Canadian students attending institutions of higher education in the context of increasing Islamophobia. This study utilized qualitative case study methodology to investigate the following questions: (1) What are the experiences of Muslim Canadians attending institutions of higher education in the current context of Islamophobia? (2) How is the rising anti-Muslim sentiment impacting the academic performance of Muslim students? (3) How do Muslim students negotiate or navigate their identities subsequent to recent national and international tragic events (e.g. Paris Attacks, San Bernardino and other terrorist atrocities)? The students' responses resulted in three major themes that included: (a) Islamophobia on Campus; (b) Strong religious identity, and Resisting and challenging Islamophobic sentiments; (c) Gendered Islamophobia. The findings of this research indicate that Muslim students have more attachment to their religious identity, are at the forefront of advocating for Muslims and are actively working to demystify Islamophobic notions.

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Section: Experiences With Faculty Membersmentioning

confidence: 99%

Impact of Islamophobia on post-secondary Muslim students attending Ontario universities

Alizai

2020

Race Ethnicity and Education

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“…Often, the focus has been on a school's practices and on issues related to such subjects as music, physical education, and sex education. Issues related to biases in curriculum and teaching, Islamophobia, and racism as experienced by the students, as well as difficulties in the relationships between schools and Muslim families, have also been examined and ways to overcome these suggested (Bigelow ; Parker‐Jenkins ; Zine ). However, there is not much research on teachers’ attitudes to Muslim students or Muslim student integration.…”

Section: Introductionmentioning

confidence: 99%

Finnish Teachers’ Attitudes About Muslim Students and Muslim Student Integration

Rissanen¹,

Tirri

Kuusisto

2015

Scientific Study of Religion

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Although there is much discussion of educational needs and how to integrate Muslim students into modern Western contexts, there is a shortage of research on teachers’ attitudes about these issues. Finland offers a particularly interesting context for research, given its relatively new, small, yet rapidly growing Muslim population, its prominence of negative attitudes to visible religiosity, and its official policy of multiculturalism. This article presents the results of a quantitative study of Finnish teachers’ attitudes to Muslim students and to their integration into Finnish schools. A nonprobability sample of Finnish preservice and practicing teachers (N = 864) was surveyed and the resulting data analyzed with exploratory factor analysis, t‐tests, and ANOVA. The results indicate that Finnish teachers consider learning about general democratic values important, but their attitudes to dealing with Islam and Muslims are not quite as positive. However, previous involvement with other cultures indicated more positive attitudes among preservice teachers. Female teachers and practicing teachers were more oriented toward the teaching of commonality, and teaching at a more advanced level indicated more positive attitudes to Muslims and Muslim integration.

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“…Yet it is only recently that there has been a growing awareness amongst educators that Muslim pupils do have specific needs. Whilst Parker-Jenkins (1991, 1995, 1996, Haw (1994Haw ( , 1998 and Halstead (1986Halstead ( , 1991 have all made important contributions to the growing awareness of the needs of Muslim children, the literature in this field remains very limited. At the same time, Muslim organisations including the Association of Muslim Schools, the Muslim Educational Trust and the Islamic Academy have published very useful guidelines and consultation papers surrounding many important issues related to the provision for Muslim pupils.…”

Section: Muslims In Britainmentioning

confidence: 98%

Racial and religious discrimination: The inexorable relationship between schools and the individual

Gilbert¹

2004

Intercultural Education

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Institutional racism remains a difficult and nebulous practice to analyse. This is due, in part, to the sophisticated and complex discriminatory mechanisms that operate through and between institutions. Furthermore, this is affected by the inequity that is experienced by both those who are employed and those who are serviced by the organisation. It is argued in this paper that a false dichotomy has existed in earlier constructions of institutions, whereby the individual and their conscious (or unconscious) actions can be separated from practices and procedures. In many respects, this has served to absolve the perpetrators of discriminatory practices. This paper claims that racisms actually operate in multiple ways and include other forms of discrimination. Religion, for example, has been ignored in most discussions about institutional racism. To exemplify this, data are drawn from a case study about the educational experiences of Muslim pupils in an anonymous state-funded primary school in the north-west of Britain. Evidence suggests that powerful prejudicial discourse, immersed in unequal power relationships, was maintained by teachers and school procedures, where pupils were, at best, misunderstood and, at worst, deliberately discriminated against.

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Muslim matters: The educational needs of the Muslim child

Cited by 7 publications

References 4 publications

Impact of Islamophobia on post-secondary Muslim students attending Ontario universities

Impact of Islamophobia on post-secondary Muslim students attending Ontario universities

Finnish Teachers’ Attitudes About Muslim Students and Muslim Student Integration

Racial and religious discrimination: The inexorable relationship between schools and the individual

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