Teachers perspectives on positive identity formation among minority students in a pluralistic society: The case of Islamic schools in America
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Tarih
2018
Yazarlar
Alaboudi, Munirah
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
West East Institute
Erişim Hakkı
info:eu-repo/semantics/closedAccess
Ă–zet
A significant population of American Muslims have been attending private, full-time Islamic schools in the U.S. due to many factors but generally because of their dissatisfaction with the public school model where they live. Private Islamic schools have been a focal point in painting the picture and understanding of the American Muslim experience. This paper explores what teacher practices support successful student experiences in positive identity development at three private Islamic Schools in the U.S. This research focused on the teachers’ perspectives on the types of support they provided in processes of positive identity formation among students at the private Islamic schools where they work combined with extracurricular activities and local university partnerships. This study follows qualitative case study methodology; discourse analysis of data through within case and cross case data analysis methods. The findings are discussed in light of the teachers’ focus on a distinctive approach to the formative, non-academic process of education, spirituality and character formation.
Açıklama
Anahtar Kelimeler
American Muslims, Islam in America, Religious Education, Islamic Schools, Identity Formation, Psycho-sociology and Education
Kaynak
The 2018 WEI International Academic Conference, 1-3 August 2018
WoS Q DeÄźeri
Scopus Q DeÄźeri
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Sayı
KĂĽnye
Alaboudi, M. (2018). Teachers perspectives on positive identity formation among minority students in a pluralistic society: The case of Islamic schools in America. Harvard University Faculty Club – WES Conference in Cambridge, Massachusetts, USA, 1-3 August 2018.
