Including Muslim Teachers' Sensibilities into Wider National and International Discussions About Culturally Responsive Pedagogy

By Dolana Mogadime and Sherry Ramrattan Smith.

Published by The Diversity Collection

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Article: Print	$US10.00
Article: Electronic	$US5.00

The research paper reports on Year 1 of a Social Science and Humanities Research Council Canada Standard Research Grant conducted in Southern Ontario entitled, 'Understanding personal and professional connections in teachers' lives as enacted through commitments to equity practices in culturally diverse schools'. The project uses critical qualitative research methods for the study of teachers' equitable curriculum development and teaching practices within the context of an urban high school classroom. The researchers conducted in-depth interviews in which the teacher (who is of South Asian descent) discusses the development of the critical subjectivity that he enacts in his working life with youths. The subject taught a 'World Issues' course for university bound youths. The paper argues for the inclusion of Muslim teachers' sensibilities into wider national and international discussions about culturally responsive pedagogy. It insists that such discussions are imperative for the development of Muslim students' engagement as critical literate citizens. The researchers discuss the problematic dearth in educational research that is concerned about the inclusion of Muslim youths' social reality in schools and its connection to culturally responsive approaches to curriculum development. This issue is of particular importance in relation to leading scholars' views that educational settings ought to represent spaces that nurture, support, and affirm the identity of students from marginalized cultural, ethnic, and language groups (Banks, 2004).

Keywords:	Muslim Teachers, Professional and Personal Connections, Culturally Responsive Pedagogy, World Issues in a High School Class, Muslim Youth and Active Citizenry, Research in Canadian Schools

International Journal of Diversity in Organizations, Communities and Nations, Volume 7, Issue 4, pp.217-230. Article: Print (Spiral Bound). Article: Electronic (PDF File; 573.234KB).

Dr. Dolana Mogadime

Associate Professor, Graduate and Undergraduate Studies, Faculty of Education, Brock University, St. Catharines, Ontario, Canada

Dr. Dolana Mogadime is an associate professor at Brock University in St. Catharines Ontario, Canada. She has conducted research with teachers that is committed to social justice and equity for over 12 years. Her research interests are in critical sociology, social justice, equity studies and feminist theories. She is interested in the connections between teachers’ lives and commitment toward developing equitable approaches to education. Aside from engaging in critical research in K-12 schools, Dr. Mogadime is currently a principal investigator in an international project on equity in employment involving women across races that are aspiring toward leadership. She has published her research in international journals such as Journal of Black Studies, Canadian Women's Studies, Journal of the Association for Research on Mothering and Canadian feminist anthologies as well as Canadian anthologies on Black feminisms.

Sherry Ramrattan Smith

PhD Candidate, Joint PhD Program in Education, Faculty of Education, Brock University, St. Catharines, Ontario, Canada

Sherry Ramrattan Smith, is a Ph.D. candidate at Brock University. She has a longstanding commitment to social action in equity based curriculum development. She has worked closely with school boards on the development of ground breaking curriculum for classroom teachers and is a member of the executive staff of the Elementary Teachers Federation of Ontario. Sherry Ramrattan Smith is the author and coauthor of numerous resources on equity and social justice that have been implemented in schools throughout Ontario, Canada.

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