Conditional Hospitality and Coercive Concern: Countertopographies of Islamophobia in American and Danish Schools

Autor/inn/en	Shirazi, Roozbeh; Jaffe-Walter, Reva
Titel	Conditional Hospitality and Coercive Concern: Countertopographies of Islamophobia in American and Danish Schools
Quelle	In: Comparative Education, 57 (2021) 2, S.206-226 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Shirazi, Roozbeh) ORCID (Jaffe-Walter, Reva)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0068
DOI	10.1080/03050068.2020.1812234
Schlagwörter	Islam; Fear; Muslims; Minority Group Students; Ethnography; Cross Cultural Studies; Secondary School Students; Educational Experience; Foreign Countries; Educational Practices; Educational Policy; Inclusion; Social Integration; Social Differences; Nationalism; Beliefs; Teacher Attitudes; Teacher Student Relationship; Stranger Reactions; Racial Bias; Denmark; United States + Suchen Sie Ihr Suchwort? Furcht; Muslim; Muslimin; Ethnografie; Cultural comparison; Kulturvergleich; Sekundarschüler; Bildungserfahrung; Ausland; Bildungspraxis; Politics of education; Bildungspolitik; Inklusion; Soziale Integration; Sozialer Unterschied; Nationalismus; Belief; Glaube; Lehrerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Fremdenprüfung; Racial discrimination; Rassismus; Dänemark; USA
Abstract	In this article, we explore how locally situated educational practices and policies aimed at inclusion and integration may contribute to racialised exclusion for students. Our analysis brings together two ethnographic studies of how minoritised Muslim youth navigate secondary schooling in Denmark and the US. Our cases illustrate how assumptions held by school staff toward the youth in our studies were rooted in both Islamophobic tropes and deeply held nationalist beliefs about the benevolence of the US and Denmark. Cindi Katz's notion of 'countertopography' is critical to our argument that Islamophobia is productive of similar practices of surveillance and exclusion across disparate educational settings. As an analytical framework, countertopography opens important possibilities for critical and comparative qualitative inquiry, with specific promise for highlighting how seemingly dissimilarly educational spaces may be imbued with similar social meanings, and how these meanings are constituted by recurring unequal social relations between individuals and groups therein. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01