Supporting Muslim Students in Secular Public Schools

Autor/inn/en	Schlein, Candace; Chan, Elaine
Titel	Supporting Muslim Students in Secular Public Schools
Quelle	In: Diaspora, Indigenous, and Minority Education, 4 (2010) 4, S.253-267 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1559-5692
Schlagwörter	Public Schools; Muslims; Family Life; Islamic Culture; Student Needs; Interviews; Participant Observation; Case Studies; Urban Schools; Family School Relationship; Cultural Differences; Cultural Influences; Parents; Student Diversity; Minority Group Children; Teacher Role; Administrator Role; Religious Cultural Groups; Bangladesh; Canada + Suchen Sie Ihr Suchwort? Public school; Öffentliche Schule; Muslim; Muslimin; Islam; Kultur; Interviewing; Interviewtechnik; Teilnehmende Beobachtung; Case study; Fallstudie; Case Study; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Kultureller Unterschied; Cultural influence; Kultureinfluss; Eltern; Lehrerrolle; Kirchliche Gruppe; Religionszugehörigkeit; Bangladesch; Kanada
Abstract	This article discusses the findings of a study examining the challenges and opportunities of supporting Muslim students in secular public schools. Education is explored as a multifaceted interplay between home and family life, community resources, school programs and policies, and classroom lessons to investigate the curricular experiences of Muslim students in North America. In particular, this study focuses on data gathered through interviews, informal conversations, and participant observations to draw a narrative case study of a female, Bangladeshi, Muslim student attending a comprehensive elementary and middle school. The study explores tensions and growth among this Muslim student, her parent, and members of her school community as she balances affiliation to family beliefs and practices, her ethnic community, her Muslim community within the diaspora, and her school community. (Contains 2 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10