Troubling Muslim Youth Identities

Abstract

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Rethinking higher education for Syrian refugees in Jordan, Lebanon and Turkey

“…For example, in some refugee contexts, women may prioritize the elevated social status they achieve by reaffirming the nation in exile through the performance of gendered scripts (e.g. voluntary adherence to traditional cultural and/or religious codes) (Dunne et al, 2017). In this way, the capability approach is particularly helpful in drawing attention to the non-financial aspects of welfare and refugees' other desired capabilities in and through education (e.g.…”

Beyond the Modern: Muslim Youth Imaginaries of Nation in Northern Nigeria

“…The research drawn upon in this article was part of larger study of youth narratives of identity with respect to nation, religion and gender in four different postcolonial contexts (Dunne et al, 2017). This article focuses on the research in Nigeria, as this context illuminates particularly well the contested nature of nation within a multi-ethnic and multireligious postcolonial context.…”

“…Multiple tribal affiliations were also identified (Bachama, Kilba, Higgi, Bura, Gude Gombe in Adamawa; Berom, Amo, Goemai, Jukun, Ngas, Talet, Tarok in Plateau State). The FGD schedule and research protocol were developed through an initial research pilot in Nigeria in 2011 and then subsequently refined (see appendices in Dunne et al, 2017). This included translation into relevant local languages with the support of the local research assistants, who were themselves youths.…”

“…Nigeria's constitution as a nation-state reflects a history of territorial, religious and ethnic differences and conflict (Dunne et al, 2017;Nnoli, 2008). Its territory was a product of British colonialism, which was consolidated in 1914 through the amalgamation of Lagos Colony, the Southern Nigerian Protectorate and the Northern Nigerian Protectorate.…”

Knowledge and Curriculum Landscapes in South Asia

“…More specifically, the school curriculum incorporated ways of knowing associated with the Westreason, evidence, logicto allow the transfer of "modernity" and the skills and competencies needed for the production of the "modern" and "civilized" subjects (Topdar 2010, p. 16). Secular education for elite Indians was viewed by the colonial administration as a means of planting seeds of doubt in the minds of Hindu elites which would ultimately overthrow Hinduism and spread Christianity (Seth 2007, p. 33), exposing the myth that secularism and religion are necessarily in a binary and antagonistic relationship (Dunne et al 2017). Likewise, English education in Sri Lanka was seen as a means of rescuing the "backward" and "heathen" races through Christian values and norms of behavior (Jayaweera 1990).…”