Teachers and Teaching Islam and Muslims in Pluralistic Societies: Claims, Misunderstandings, and Responses

Article

Abstract

The author argues that teachers’ positive work in the education of Muslim students needs to be emphasized and their voices contextualized and critically engaged. He problematizes notions that have been circulating in the public sphere around the education of Muslims in western contexts (racism, Islamophobia, school curricula that ignore Muslim perspectives and contributions) by simultaneously acknowledging and refuting them. He contextualizes these issues by linking them to what education means in the context of intensified communication between diverse peoples, multiple perspectives and globalization. He ends by highlighting the data’s implications for research, policies and practices in education as well as for teachers’ training in Canada and other pluralistic societies.

Keywords

Islam Muslim education Teachers’ perspective Public schools 

Résumé

L’auteur fait valoir que le travail réalisé par les enseignants dans l’éducation des élèves musulmans doit être mis en valeur et que leurs discours doivent être contextualisés et utilisés de manière critique. Il remet en question certaines notions qui ont été soulevées dans la sphère publique au sujet de l’éducation des musulmans dans les sociétés occidentales (tels par exemple, le racisme, l’islamophobie ou un curriculum qui ignorerait les perspectives et les contributions musulmanes) en montrant à la fois comment elles peuvent être fondées mais présenter des limites. Il situe également ces enjeux en montrant leurs relations avec l’éducation dans un contexte d’intensification du dialogue entre les peuples, de promotion des perspectives multiples et de globalisation. Enfin, l’auteur illustre l’impact de ses données sur la recherche, les politiques et les pratiques en éducation ainsi que sur la formation des enseignants au Canada et dans d’autres sociétés pluralistes.

Mots clés

Islam éducation islamique perspective des professeurs écoles publiques 

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Copyright information

© Springer Science+Business Media B.V. 2009

Authors and Affiliations

  1. 1.OISE, University of TorontoTorontoCanada

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