“We need a new story to guide us”: Towards a curriculum of<i>Rahma</i>

Saleh, Muna

doi:10.1080/03626784.2020.1860642

Cited by 9 publications

(4 citation statements)

References 27 publications

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“…For example, some of the texts chosen by participants specifically centered whiteness within SS in particular. Such approaches to SS education are often dehumanizing and even violent toward educators and students (Ighodaro & Wiggan, 2010; Saleh, 2021). These implicit and/or explicit biases have the ability to impact TCs’ positionalities and their subsequent teaching practices (Hawkman, 2020).…”

Section: Resultsmentioning

confidence: 99%

“Living in These Two Places Really Shaped My Life”: Examining Multimodal Playlist Assignments in Social Studies and Language Arts Methods Courses

Neville,

Popielarz

2023

The Journal of Social Studies Research

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In this article, the authors consider the use of a “Playlist of My Life Assignment” in helping social studies (SS) and English language arts (ELA) teacher candidates (TCs) conceptualize multimodal and humanizing SS and ELA curricula. The Playlist Assignment asked teacher candidates to center the music, texts, land, spaces, and places that are most important to them, and potentially relate these back to their own pedagogies as SS and ELA teachers. Taken from two qualitative studies of two teacher education courses at two separate, large research universities in the U.S. Southwest, this article examines teacher candidates’ understandings of their disciplines as humanizing and multimodal, and as centered in their and their students’ communities, through the Playlist Assignment. Data included the Playlist Assignment, curated by TCs in each methods course, and TCs’ class response journals. TCs offered profound texts they carried within them throughout their lives, demonstrating (1) their multimodal disruptions of the definition of a “text” and (2) the empowering and limiting effect of life texts for humanizing curricula. This work has implications for SS and ELA teacher educators interested in supporting teacher candidates as they conceptualize multimodal and humanizing curricula with and for their future students.

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Section: Resultsmentioning

confidence: 99%

“Living in These Two Places Really Shaped My Life”: Examining Multimodal Playlist Assignments in Social Studies and Language Arts Methods Courses

Neville,

Popielarz

2023

The Journal of Social Studies Research

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“…None of the countercartographies contained keys or compasses to decode meaning(s) or cardinal directions (e.g., east, west, north, south), which allowed each participant to be the keeper of their own story/ies. We insist(ed) upon this important aspect of their process of un/mapping because we want to embody the spirit of a Curriculum of Rahma 5 (Saleh, 2020(Saleh, , 2021 and ethical relationality (Donald, 2016) that we discuss and uplift in our teacher education classes. Further, we want to encourage honest and hopeful inquiry in ways that are trauma-conscious and respectful of the fact that (pre-K-primary-secondaryhigher/graduate education) students do not owe us or anyone else their story/ies.…”

Section: Curricular World(ing)smentioning

confidence: 99%

Embodiments and the Open/ness of Kinship: Ma(r)king Curriculum Through Material Abstractness and Counter-Cartographies

Saleh

Agosto

2023

Cult. and Ped. Inq.

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(Re)imaging curriculum as world(ing)s, this article explores what was produced by pre-service teachers when tasked with creating a counter-cartography (i.e., an abstract and material representation of two or more coordinates) that reflects specific (curricular) moments that have shaped their teaching identity/ies. This work argues that despite the nefarious ways in which maps have been used, they can also be(come) territories that promote healing. We draw upon tenets of new materialism (as Sara Ahmed reminds us, matter matters) to frame our engagement with three counter-cartographies produced by pre-service teachers.

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“…As educators, we must critically examine how classrooms are perpetuating injustices by discrediting Muslim students' personal experiences considering the discourse surrounding Muslims. We must question whether we are humanizing Muslim students' stories and histories (Saleh, 2021) through pedagogical approaches that maintain and authenticate their stories and sentiments (Paris, 2011).…”

Section: Is Critical Pedagogy Enough For a Transformation?mentioning

confidence: 99%

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

Alameddine

2021

CSS

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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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“We need a new story to guide us”: Towards a curriculum ofRahma

Cited by 9 publications

References 27 publications

“Living in These Two Places Really Shaped My Life”: Examining Multimodal Playlist Assignments in Social Studies and Language Arts Methods Courses

“Living in These Two Places Really Shaped My Life”: Examining Multimodal Playlist Assignments in Social Studies and Language Arts Methods Courses

Embodiments and the Open/ness of Kinship: Ma(r)king Curriculum Through Material Abstractness and Counter-Cartographies

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

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