Literaturnachweis - Detailanzeige
Autor/in | Al-Fartousi, May |
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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.192-225 (34 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0022-0272 |
DOI | 10.1080/00220272.2015.1027745 |
Schlagwörter | Females; Muslims; Arabs; Student Experience; Clothing; Cultural Influences; Whites; Elementary Schools; Environmental Influences; Case Studies; Semi Structured Interviews; Focus Groups; Qualitative Research; Social Influences; Gender Issues; Political Issues; Social Attitudes; Social Bias; Foreign Countries; Canada Weibliches Geschlecht; Muslim; Muslimin; Arab; Araber; Studienerfahrung; Kleidung; Cultural influence; Kultureinfluss; White; Weißer; Elementary school; Grundschule; Volksschule; Environmental influence; Umwelteinfluss; Case study; Fallstudie; Case Study; Qualitative Forschung; Sozialer Einfluss; Geschlechterfrage; Politischer Faktor; Social attidude; Soziale Einstellung; Ausland; 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. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |