Enhancing contextualized curriculum. Integrated identity in young Shi'i Muslim Arabic-Canadian students' social worlds.

Autor/in	Al-Fartousi, May
Titel	Enhancing contextualized curriculum. Integrated identity in young Shi'i Muslim Arabic-Canadian students' social worlds.
Quelle	In: Journal of curriculum studies, 48 (2016) 2, S. 192-225Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Zusatzinformation	Corrigendum
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0272; 1366-5839
DOI	10.1080/00220272.2015.1027745
Schlagwörter	Bildungsforschung; Curriculum; Curriculumentwicklung; Diskriminierung; Ausschluss; Minderheit; Muslim; Kanada
Abstract	This research explored 10 young female Shi'i Muslim Arabic-Canadian students' experiences associated with wearing the Hijab (headscarf) within their home, community, and predominantly White Canadian public elementary school environments. The in-depth case study sought to address the dearth of information about Shi'is' experiences in schools through methodological strategies comprising 10 semi-structured interviews, two focus-group meetings and field notes. This qualitative study provides a transdisciplinary approach based on Phelan, Davidson, and Cao Yu's social-world model encompassing religious, gendered, social, cultural and political differences that create social boundaries in study participants' home, community and school environments. Specifically, this article focuses on participants' school experiences and their strategies for preserving their religious identities. Research findings shed light on the interrelatedness of internal and external diversity within participants' social worlds, the moral values of religious ritual stories, and the important role of contextualized curriculum in fostering equity and social justice.
Erfasst von	IPN - Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik an der Universität Kiel
Update	2016/3