Islamic Schooling and the Identities of Muslim Youth in Quebec
Navigating National Identity, Religion, and Belonging
Seiten
2020
Routledge (Verlag)
978-0-367-49956-3 (ISBN)
Routledge (Verlag)
978-0-367-49956-3 (ISBN)
This insightful text examines the impact of Islamic schooling on Muslim youth in French-speaking Canada to consider how these institutions influence the formation of students’ cultural, national, ethnic and religious identities, and their sense of belonging to Quebec and Canada.
This insightful text examines the impact of Islamic schooling on Muslim youth in French-speaking Canada to consider how these institutions influence the formation of students’ cultural, national, ethnic, and religious identities, and their sense of belonging to Quebec and Canada.
Through close qualitative analysis of interviews conducted with first- and second-generation students, as well as parents, teachers, and leaders involved in Islamic high schools, this text explores how far institutions succeed in preparing young Muslims to participate in the broader secular society in Quebec and in English-speaking Canada. As well as investigating the historical and contemporary development of Islamic schooling in Canada, and addressing public perceptions of this educational sector, the volume foregrounds the voices of those directly involved in these schools to illustrate first-hand experiences, and the motivations and objectives of those choosing to support or engage in these schools. Overarching themes include citizenship, integration, and the complex interplay of Muslim, Quebecois, and Canadian values.
This book will be of great interest to graduate and postgraduate students, researcher scholars and academics in the fields of religion, education, Islamic studies, multicultural education curriculum studies, and faith-based teacher education.
This insightful text examines the impact of Islamic schooling on Muslim youth in French-speaking Canada to consider how these institutions influence the formation of students’ cultural, national, ethnic, and religious identities, and their sense of belonging to Quebec and Canada.
Through close qualitative analysis of interviews conducted with first- and second-generation students, as well as parents, teachers, and leaders involved in Islamic high schools, this text explores how far institutions succeed in preparing young Muslims to participate in the broader secular society in Quebec and in English-speaking Canada. As well as investigating the historical and contemporary development of Islamic schooling in Canada, and addressing public perceptions of this educational sector, the volume foregrounds the voices of those directly involved in these schools to illustrate first-hand experiences, and the motivations and objectives of those choosing to support or engage in these schools. Overarching themes include citizenship, integration, and the complex interplay of Muslim, Quebecois, and Canadian values.
This book will be of great interest to graduate and postgraduate students, researcher scholars and academics in the fields of religion, education, Islamic studies, multicultural education curriculum studies, and faith-based teacher education.
Hicham Tiflati is Professor of Humanities at John Abbott College and Quebec Regional Director at The Center for Civic Religious Literacy, Canada
Preface
Acknowledgements
Introduction
1 Muslims and Education in North America
2 Muslims' Belongingness and Islamic Identity in Quebec
3 Narratives of Six Model Participants
4 Stakeholders' Perspectives on Islamic Schooling
5 Islamic Schooling's Impact on Religiosity, Identity, and Belonging
Conclusion
Bibliography
| Erscheinungsdatum | 28.10.2020 |
|---|---|
| Reihe/Serie | Routledge Research in Education |
| Verlagsort | London |
| Sprache | englisch |
| Maße | 152 x 229 mm |
| Gewicht | 453 g |
| Themenwelt | Sozialwissenschaften ► Pädagogik ► Schulpädagogik / Sekundarstufe I+II |
| Sozialwissenschaften ► Soziologie | |
| ISBN-10 | 0-367-49956-8 / 0367499568 |
| ISBN-13 | 978-0-367-49956-3 / 9780367499563 |
| Zustand | Neuware |
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