This paper reports on a qualitative study that examined the lived experiences of a selected group of Muslim Iranian immigrants in Canadian institutions of higher education. Guided by the theoretical underpinnings of phenomenology and critical ethnography and through a series of open-ended, in-depth interviews, the findings of the study show that the participants’ lifeworlds were strongly connected to their perceived social status in their host country. The study suggests that the voices of these men and women were linked to the issues of literacy, belonging, and citizenship. Highlighting the significance of individual narratives and lived experiences of first-generation immigrant men and women, this study may contribute to broadening our understandings of diverse issues faced by Muslim immigrants in institutions of higher education and their communities across the globe.
|Keywords:||Muslim Immigrants, Citizenship, Race and Identity, Multiculturalism|
Postdoctoral Fellow/Associate Faculty, Department of Curriculum, Teaching and Learning, University of Toronto, Toronto, Ontario, Canada
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