Literaturnachweis - Detailanzeige
| Autor/in | Alameddine, Nisreen |
|---|---|
| Titel | Supporting Muslim Students through Culturally Relevant, Responsive, and Sustaining Pedagogies |
| Quelle | In: Canadian Social Studies, 52 (2021) 2, S.22-38 (18 Seiten)
PDF als Volltext kostenfreie Datei |
| Zusatzinformation | ORCID (Alameddine, Nisreen) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1191-162X |
| Schlagwörter | Muslims; Culturally Relevant Education; Sustainability; Critical Theory; Teaching Methods; Student Attitudes; Student Needs; Teacher Collaboration; Terrorism; Social Environment; Cultural Pluralism; World Views; Multicultural Education; Foreign Countries; Canada |
| Abstract | 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. (As Provided). |
| Anmerkungen | University of Alberta. 347 Education South, Edmonton, Alberta T6G 2G5, Canada. Web site: https://canadiansocialstudies.ca/index.php/css/index |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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