Islam, National Identity and Public Secondary Education: Perspectives from the Somali Diaspora in Toronto, Canada

Autor/in	Collet, Bruce A.
Titel	Islam, National Identity and Public Secondary Education: Perspectives from the Somali Diaspora in Toronto, Canada
Quelle	In: Race, Ethnicity and Education, 10 (2007) 2, S.131-153 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-3324
Schlagwörter	Cultural Pluralism; Foreign Countries; Public Education; Muslims; Nationalism; Afro Asiatic Languages; Immigrants; Islamic Culture; Multicultural Education; Student Diversity; School Policy; Ethnicity; Secondary Education; Resistance (Psychology); Refugees; Canada; Canada (Toronto); Somalia + Suchen Sie Ihr Suchwort? Kulturpluralismus; Ausland; Öffentliche Erziehung; Muslim; Muslimin; Nationalismus; Immigrant; Immigrantin; Immigranten; Islam; Kultur; Multikulturelle Erziehung; Schulpolitik; Ethnizität; Sekundarbereich; Resistenz; Flüchtling; Kanada
Abstract	Public schools have historically been key sites where children learn of and adopt a common national identity. In states where multiculturalism plays a central role in the articulation of a national identity, schools actively recognize and support the diverse cultures of their students in fulfilling this function. Canada is a state where, via federal policy, multiculturalism has been identified as a fundamental element of the national ethos. Formal education has been a key area in which the government has implemented this policy. However, public education in Canada is also committed to secularism, and this has been a cause for resistance by diverse immigrant groups. This paper examines resistance among traditional Muslim groups to Toronto school policies and practices that reflect an avowedly secular orientation. It focuses on the experiences of one Muslim group in particular, Somali immigrants, and their encounters with school policies and practices that both supported and challenged their identities. In doing so, the paper exposes the schools as sites of countervailing policies and practices within which students must nonetheless forge new and meaningful identities. (Contains 11 notes.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10