Drawing on Islamic Educational Theories and Practices to Dismantle Racial Injustice

Session Type: Symposium

Abstract

This symposium explores the complexities of systemic injustices in the educational experiences of Muslim learners in minority contexts, and community driven solutions. Studies across four English-speaking countries offer shared insights that: a) dismantling racial and epistemic injustices can and should happen through decolonisation of educational structures, philosophies, pedagogies and practices; b) Islamicate educational traditions are varied and full of potential, yet are not sufficiently well drawn upon in decolonial and social justice work; c) there is a dire need to support Muslim learners’ agency through Islamic dialogic and critical pedagogies; and d) such pedagogies support young people’s agency in determining their hybrid identities and engaging in activism to tackle racial and other injustices within their faith communities and beyond.

Sub Unit

• SIG-Religion and Education

Chair

• Farah Ahmed, University of Cambridge

Papers

• British Muslim Women Educators’ Innovations to Counter the Securitization and Demonization of Muslim Youth - Farah Ahmed, University of Cambridge

• Unpacking Australian Educator Discomfort With Being Responsive to Muslim Learners - Nadeem Memon, University of South Australia; Dylan William Chown, University of South Australia

• Secular School Values Impact Muslim Student Experiences - Amaarah N. DeCuir, American University

• The Establishment of the Islamic Schools Association of Canada (ISAC) as a Sanctuary for Muslim Students' Identity Formation and Education - Asma Ahmed, Niagara University; Asad Ahmed Choudhary, Niagara University

• Educating About Race and Racism at a Racially Diverse U.S. Muslim Homeschool Co-Op - Noor A. Doukmak, ILM Academy