Muslim Teachers Conceptualize Their Religious Identity Within Islamophobia

• In Event: Critical Consciousness: Implications for Teacher Education Programs in a Global Context

Abstract

This paper examines how do Muslim teachers in Sunday school conceptualize their religious identity within a broader Islamophobic social environment and what classroom practices do teachers emphasize to validate students cultural well-being as a Muslim. Drawing upon identity theory, social identity theory, and intersectionality, I addressed these questions by observing and interviewing Muslim teachers who teach Islamic Studies and Qur’anic Studies to kindergarteners in Kautsar Mosque. This study utilized ethnographically informed case study research to iteratively construct and analyze data. Through the analysis of observation and interview with Muslim teachers, I argue that how Muslim teachers understand their religious identity shape how they understand interlocking system of inequality, including Islamophobia.

Author

• Maretha Dellarosa, The Ohio State University