A PAR Journey of Decolonizing STEM Education through the Eyes of the Muslimah

• In Event: Muslim Womens' Doctoral Journeys in Education Research

Abstract

Objectives
The primary objective of this paper is to present an autoethnographic analysis on my experiences and efforts being the Principal Investigator for Sisters Interrogating STEM (SiSTEM), a participatory action research (PAR) group of Muslim women in STEM at the University of Maryland, College Park. SiSTEM is dedicated to decolonizing STEM education from an Islamic perspective. I aim to highlight the struggles faced by these women, as well as my own, to illustrate how our unique epistemological and methodological orientations can inform and enhance approaches to education, fostering deeper connections and addressing the systemic challenges within our imperfect multiracial democracy.
Perspectives or Theoretical Framework

This study is grounded in decolonial theory and Islamic Principles of Research. Decolonial theory challenges the dominance of Western knowledge systems and advocates for the inclusion of marginalized perspectives (Davids, 2019). Islamic Principles of Research as proposed by Ahmed (2014), incorporated Islamic values within our research process.

Methods, Techniques, or Modes of Inquiry

The study employs PAR, a collaborative and reflective approach that involves all stakeholders in the research process (Herr & Anderson, 2009). The use of halaqa as a research methodology is central to this approach (Ahmed, 2014). Data collection methods include participant observations, halaqa discussions, and reflective journals.

Data Sources & Evidence

Data for this study are derived from multiple sources, including:
Team observations: Detailed field notes from halaqa sessions capturing the dynamics, discussions, and interactions among SiSTEM members.
Halaqa discussions: Transcripts of in-depth discussions with SiSTEM members on their experiences and perspectives in creating decolonial research and decolonizing STEM education. SiSTEM’s use of halaqa, a circle of learning in Islamic tradition, as a means of decolonial research, served as a space for critical dialogue, mutual support, and collective inquiry instead of focus groups.
Reflective journals: Personal reflections of SiSTEM members, including myself as the PI, documenting thoughts, feelings, and insights throughout the research process.

Results and/or Substantiated Conclusions or Warrants for Arguments/Point of View

Preliminary findings include (1) the halaqa methodology fostered a supportive and empowering environment for Muslim women in STEM, (2) a profound sense of the group's collective reflexivity on the colonial remnants in current research, academic, and STEM educational settings, as inspired by the PAR process, and (3) my own “unlearning” and interrogating my positionality as a graduate researcher and principal investigator while navigating my intersectionality as a Muslim woman in STEM in the West.

Scholarly Significance of Work

This paper calls for the educational community to embrace diverse perspectives and methodologies in the pursuit of just education renewal. Firstly, it introduces halaqa as a decolonial research methodology in STEM learning spaces while offering a new approach to PAR. Secondly, it provides insights into the experiences of Muslim women in STEM, a group that is often underrepresented and marginalized in STEM discourse. Thirdly, the study demonstrates the power of reflexivity in interrogating colonial processes and educational inequities. By working across disciplinary, epistemological, and methodological boundaries, we can forge deeper connections that can create a more equitable future for all learners.

Author

• Vivian Zohery, University of Maryland