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|
Associate Professor, Graduate and Undergraduate Studies, Faculty of Education, Brock University, St. Catharines, Ontario, Canada
PhD Candidate, Joint PhD Program in Education, Faculty of Education, Brock University, St. Catharines, Ontario, Canada
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