Islam and Muslim Cultures in Quebec French-language Textbooks over Three Periods

Abstract

This article examines the evolution of the representation of Islam and Muslim cultures in textbooks in Quebec. Results indicate signicant improvements in the new secondary school history textbooks, both quantitatively (for they contain more information about pillars, key concepts, and relations with Christianity and Judaism) and qualitatively (on account of their depth of coverage, fewer negative views than in the 1980s, and fewer factual errors than in the 1990s). The positive role played by Muslim scientists in preserving old knowledge and enriching is also recognized. However, textbooks still view Islam as a religion of submission, proscriptions, and forced conversion, failing to recognize the diversity within Islam and Muslim cultures.

Vers une conception théorique multidimensionnelle du climat scolaire interculturel

“…En pratique, la situation québécoise au regard de cette dimension est mitigée. D'un côté, plusieurs études soulignent la progression notable de la représentation des cultures minoritaires dans le matériel didactique et dans les programmes (Oueslati, Mc Andrew et Helly, 2011 ;Hirsch et Mc Andrew, 2013 ;Triki-Yamani et Mc Andrew, 2009). De plus, dans les écoles où le pluralisme culturel et linguistique est valorisé et où sont mis en place des accommodements aux normes et règlements dans le respect des valeurs culturelles et religieuses des élèves et des membres du personnel, les effets sont généralement positifs (Mc Andrew et Audet, sous presse).…”

Manqul: Communicating the Message of God to the Diverse Islamic Disciples

“…For this reason, they need the guidance of implementation of Islam (Ismawati, 2012;Johari, Ali, Aziz, & Ahmad, 2014). Another reason is to open the eyes of the world so that the negative image addressed to Islam can be clarified whether it's true or not (Ali, Salem, Oueslati, Andrew, & Quirke, 2011;Oueslati, McAndrew, & Helly, 2011).…”

Representations of Islam and Arab Societies in Western Secondary Textbooks

“…The first portrayal of content is related to the emphasis on the Arab/Israeli conflict throughout the textbooks. The findings are largely that the Arab/Israeli conflict represents all of the negative stereotypes of Islam and Arab societies because it demonstrates examples of failures in political diplomacy, intolerance of religious differences, a willingness to use violence against innocent individuals as a result of ideological beliefs, and the potential that the Islamic and Arab culture are (1) Characterizations of Islam's foundations and creeds Bangura, 2004;Breidlid, 2005;Douglass, 2003;Douglass & Dunn, 2003;Douglass & Shaikh, 2004;Estivalezes, 2011;Freedom House, 2006;Ihtiyar, 2003;Jonker & Thobani, 2009;McAndrew et al, 2007;Oueslati et al, 2011;Sewall, 2003;Sewall, 2004;Sewall, 2008;Triki-Yamani et al, 2011 No relevant literature available Ali et al, 2011;Sewall, 2003;Sewall, 2004;Sewall, 2008 (2) Portrayals of content related to Islam and Arab society Ali et al, 2011;Brockway, 2007;Estivalezes, 2011;Freedom House, 2006;Ihtiyar, 2003;Jonker, 2011;Jonker & Thobani, 2009;McAndrew et al, 2007;McAndrew et al, 2011;Montgomery, 2005;Oueslati et al, 2011;Perry, 1975;Podeh, 2010;Rasero & Bochaca, 2011;Romanowski & Alkhateeb, 2011;…”

“…There have been only a handful of works that have documented changes in school curricula and textbook content from pre-to post-9/11, and those that have largely focused on shifts in American textbooks and curricula (Jackson, 2010;Oueslati, McAndrew, & Helly, 2011). So, the analysis is indirect at best.…”

“…Messages about Islamic and Muslim contributions to global society, security, and stability are not mentioned or analyzed in the research literature very much, but when they are, there are often references to ancient Islam, or to the role of the Gulf countries and oil production (Douglass & Dunn, 2003). Oueslati et al (2011) conclude that there is a remarkable difference between ancient and contemporary representations of Islam and Arab societies. The studies that do address Islam and Arab society are consistently related to textbook content, but ignore textbook images and missing content or images.…”