Islamophobia in US education

Mir, Shabana; Sarroub, Loukia K.

doi:10.4324/9781351135559-25

Cited by 8 publications

(4 citation statements)

References 6 publications

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“…On the opposite end, some students may compromise their values to gain acceptance. Mir and Sarroub (2019) highlight that some Muslim international students may downplay their religiosity in public and mingle in bars and clubs just to be socially accepted. Due to the strong urge of wanting to fit in, Mir and Sarroub (2019) argue that the relationship between Muslim international students with local students may be superficial.…”

Section: Communication and Cultural Barriersmentioning

confidence: 99%

Unofficial Cultural Ambassadors: Exploring the Experiences and Perceptions of Malaysian Student Scholars in America

Sofiya,

Murni

2024

IJAPS

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International educational exchange programmes promote a person’s intellectual development and cultural understanding, which could also foster mutual cooperation and stronger diplomatic ties between countries. Through these programmes, students can socially interact and learn about others from diverse backgrounds. However, the rise of Islamophobia after the September 11 attacks has inculcated the fear of “the Other” and limited the number of Muslim students allowed to study in America, as Muslim culture and religious values are popularly perceived as incompatible with American values and thus viewed as a threat. This study contributes to the literature of diplomacy by highlighting the experiences of sixteen Malaysian scholars sponsored by the Malaysian government and the challenges they experienced during their educational exchange in America. The aim of this qualitative study is to understand the experiences of Malaysian student scholars by identifying: (1) how they initially perceived America; (2) their motivations for wanting to study in America; (3) the challenges they faced; and (4) how their experiences transformed them. The study found that many students faced initial struggles with racism, cultural challenges, and difficulty in achieving cultural assimilation. However, they were able to overcome misperceptions and negative stereotypes. The findings highlight the positive impact of their academic and cultural exchange, its success in reducing divisiveness, and the influence of soft power in strengthening relations between America and Malaysia.

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Section: Communication and Cultural Barriersmentioning

confidence: 99%

Unofficial Cultural Ambassadors: Exploring the Experiences and Perceptions of Malaysian Student Scholars in America

Sofiya,

Murni

2024

IJAPS

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“…Indeed, Islamophobia has been judged such a global crisis that, in March 2022, the United Nations General Assembly unanimously approved a resolution proclaiming March 15 as International Day to Combat Islamophobia – a consensus that non-Muslim ethnoreligious nationalists around the globe are already protesting. Mir and Sarroub (2019) documented the pervasive growth of Islamophobia in schools and US higher education, highlighting through an analysis of news media and case studies the destruction of learning opportunities and civic engagement because of national-level anti-Muslim sentiment and rhetoric, including violence and ongoing marginalization of Muslim youth.…”

Section: Children Youth and Families Navigating Relationships Among R...mentioning

confidence: 99%

Spiritual and religious meaning making in language and literacy studies: global perspectives on teaching, learning, curriculum and policy

Juzwik

LeBlanc

Dávila

et al. 2022

ETPC

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Purpose In an editorial introduction essay for the special issue on Religion, Literacies, and English Education in Global Dialogue, the editors frame papers in the special issue in dialogue with previous scholarly literature around three central lines of inquiry: How do children, youth and families navigate relationships among religion, spirituality, language and literacy? What challenges are faced by language and literacy teachers and teacher educators around the globe who seek to respond to diverse religious and spiritual perspectives in their work? And what opportunities do teachers seize or create toward this end? How are developments of language and literacy theory, policy, curriculum and ritual entangled with race and religion? Design/methodology/approach Taking an essayist, humanistic approach, this paper summarizes, interprets and comments on previous scholarly works to frame the articles published in the special issue “Religion, Literacies, and English Education in Global Dialogue” in relation to the field and in relation to one another. Findings Denise Dávila, Matthew Deroo and Ilhan Mohamud reveal the relationships young people and families forge and navigate among spiritual literacies and literatures, digital technologies and ethnic identities. Heidi Hadley, Jennifer Wargo and Erin McNeill illuminate how teachers’ vocations, as well as their pedagogical goals and curricular artifacts, can become deeply entangled with religious and spiritual sense-making. Kasun Gajasinghe and Priyanka Jayakodi expand perspectives on both the ritualization and racialization of religion through nationalist policies surrounding national anthem performances in Sri Lanka. Anne Whitney and Suresh Canagarajah discuss how spiritual commitments, communities and experiences interact with their scholarly trajectories. Research limitations/implications The essay concludes with a discussion of scholarly capacity building that may be needed for conducting research on religion and spirituality in relation to languages, literacies and English education on a global scale. Practical implications The second section of the essay discusses challenges faced by language and literacy teachers and teacher educators around the globe who seek to integrate diverse religious and spiritual perspectives into their work. It foregrounds how many teachers and teacher educators work within contexts where ethnoreligious nationalism is on the rise. It highlights the need for language and literacy educators to develop curiosity and basic knowledge about diverse religions. Further it calls for teacher educators to engage with teacher candidates’ religious identities and sense-making. Social implications Because it considers religious and spiritual sense-making in relation to language and literacy education, the social implications of this work are significant and wide-reaching. For examples, the paper questions the conceit of secularism within education, pushing readers to consider their own spiritual and religious identifications and influences when they work across religious differences. Originality/value This paper identifies, interprets and assesses current threads of work on religious and spiritual sense-making within scholarship on languages, literacies and English education.

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“…Servicemembers and their families have endured repeated deployments, often resulting in physical and psychological trauma. Muslim members of their own schools and communities have faced discrimination and marginalization at home (Mir & Sarroub, 2019;Sirin & Fine, 2008) as the U.S. military and government have destroyed countless lives abroad and deferred the financial costs to future generations-indeed the very students we are teaching. Furthermore, discussions in the United States of 9/11 and the subsequent two decades of war are often centered on memorialization and the celebration of servicemembers in a way that avoids critical thinking.…”

Section: Twenty Dangerous Years Of "Forever War"mentioning

confidence: 99%

9/11 and Social Studies Education

Glew

2021

CSS

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In this article, the author shares a personal reflection of his military and educational experiences in the aftermath of 9/11. He describes his concerns about the ongoing “War on Terror” and the disengaged militarism of the United States and how this has shaped his approach in the classroom. Expanding on his personal experiences, he calls for social studies educators to employ critical pedagogy and peace education to help students develop as thoughtfully and critically engaged citizens who are capable of creating a more peaceful world.

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Islamophobia in US education

Cited by 8 publications

References 6 publications

Unofficial Cultural Ambassadors: Exploring the Experiences and Perceptions of Malaysian Student Scholars in America

Unofficial Cultural Ambassadors: Exploring the Experiences and Perceptions of Malaysian Student Scholars in America

Spiritual and religious meaning making in language and literacy studies: global perspectives on teaching, learning, curriculum and policy

9/11 and Social Studies Education

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