Supporting Muslim Students Through Culturally Relevant, Responsive, and Sustaining Pedagogies

Abstract

In this article, I discuss a conceptual framework for supporting Muslim students using Culturally Relevant, Responsive, and Sustaining Pedagogies informed by a Collaborative Inquiry approach. The impact of 9/11 and its consequences on Muslim students’ temporal and social contexts calls for a critical stance that questions teachers’ assumptions regarding Muslim students. I examine Critical Pedagogy as the theoretical underpinnings for employing Culturally Relevant, Responsive, and Sustaining Pedagogies with the intent of underscoring the significance of incorporating these pedagogies to build upon teachers’ capacities in honouring the voices of their Muslim students and fostering spaces for these voices to speak up. I explore how teachers can engage in Culturally Relevant, Responsive, and Sustaining Pedagogies through Collaborative Inquiry to meet the needs of Muslim students in ways that acknowledges their narratives and support them in navigating their social and academic environments.

Culturally Responsive Pedagogy

“…This theme aligns with the principles of culturally relevant pedagogy (CRP) (Ladson-Billings, 1995;Ladson-Billings, 2014). CRP emphasizes the need to acknowledge and incorporate students' cultural experiences and knowledge into the curriculum to enhance their engagement and learning outcomes (Alameddine, 2021). By doing so, teachers can create a culturally responsive learning environment that validates students' identities and fosters a sense of belonging.…”