Misinformation and its Discontents

Ali‐Khan, Carolyne

doi:10.1007/978-94-6209-563-2_9

Cited by 3 publications

(5 citation statements)

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“…The ongoing repercussions of 9/11 reduced all Muslims into a single racialized entity that portrayed them as the "enemy" (Ali-Khan, 2014;Kumar, 2010;Said, 2003b). Such portrayal intensified Muslims' exclusion process and allowed Islamophobia to thrive (Bazian, 2018;Giroux, 2002;Hanniman, 2008;Khalema, & Wannas-Jones, 2003).…”

Section: Muslims In Times Of Turmoilmentioning

confidence: 99%

“…).Therefore, multicultural approaches must acknowledge the existence of the various hierarchies that govern power relations and the socialization processes in classrooms and beyond (Ozturgut, 2011;Sleeter & Stillman, 2005). Socialization is especially critical for Muslim youth who might be struggling to proclaim their voices given the political and social climates that define views of Muslims in general Ali-Khan, 2014;Amjad, 2018;Khawaja, 2016;Sirin & Balsano, 2007).…”

Section: Multicultural Education and The Perpetuation Of Othernessmentioning

confidence: 99%

“…Teachers' predefined perceptions of Muslim students may be influenced by biased views about Muslims (Guo, 2015;Niyozov & Niyozov, 2010;Zine, 2001). These biases can foster relational hierarchies and reinforce conflicting ideas of inclusion and diversity that impact Muslim students' living experiences (Ali-Khan, 2014;Collet, 2007;Zine, 2000).…”

Section: Introductionmentioning

confidence: 99%

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

Alameddine

2021

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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.

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Section: Muslims In Times Of Turmoilmentioning

confidence: 99%

Section: Multicultural Education and The Perpetuation Of Othernessmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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

Alameddine

2021

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“…W. Said, 1978) for Teachers, 2(1), 19-30. doi: 10.29173/assert23 world's political climate and media portrayals have advanced a justification for bias against Muslims (Singh, 2016). These factors, including a lack of adequate immersive experiences for pre-service teachers to engage with religious and cultural diversity, have contributed to the delegitimization of some Muslim students' voices (Ali-Khan, 2014;Guo & Tan, 2014;Zine, 2000Zine, , 2004. Teaching practices from a Eurocentric perspective impact Muslim students' school experiences by accentuating an alternative understanding of inclusion and diversity (Ali-Khan, 2014;Banks et al, 2001;Zine, 2000Zine, , 2004.…”

Section: Introductionmentioning

confidence: 99%

“…These factors, including a lack of adequate immersive experiences for pre-service teachers to engage with religious and cultural diversity, have contributed to the delegitimization of some Muslim students' voices (Ali-Khan, 2014;Guo & Tan, 2014;Zine, 2000Zine, , 2004. Teaching practices from a Eurocentric perspective impact Muslim students' school experiences by accentuating an alternative understanding of inclusion and diversity (Ali-Khan, 2014;Banks et al, 2001;Zine, 2000Zine, , 2004. This understanding might employ a celebratory approach that praises multiculturalism as an implicit form of assimilation (Moss & Colman, 2001;Sensoy et al, 2010;Stevens et al, 2019).…”

Section: Introductionmentioning

confidence: 99%