MusCrit in Practice: Muslim American Women's Educational Counter-Narratives as Social Justice Pedagogy

• In Event: Advancing Critical Education of Muslim Students and Scholars: Social Justice Research in Community

Abstract

Objectives:
This presentation introduces MusCrit (Muslim Critical Theory) as a transformative framework for understanding and dismantling the educational marginalization of Muslim American students (Ali, 2022). Drawing from fifteen counter-narratives of Muslim American women, this work demonstrates how their lived experiences challenge dominant educational narratives while creating spaces for authentic representation. The primary objective is to position MusCrit as both a theoretical framework and methodological approach that educators and researchers can employ to address systemic Islamophobia in educational settings.
Theoretical Frameworks:
Building upon Critical Race Theory (CRT), this work establishes MusCrit as a necessary theoretical framework that addresses the unique racialization of Muslim Americans based on religious identity rather than solely phenotypical characteristics. The six tenets of MusCrit include: (a) the systemic nature of oppression against Muslims; (b) the critical role of identifiability in racialized experiences; (c) gendered implications of Islamophobic stereotypes; (d) the constructive power of counter-narratives; (e) whiteness as property and coveted norm; and (f) the essentiality of allies in amplifying marginalized voices.
Methodology:
This research employed narrative inquiry as methodology, allowing participants to own their storytelling while dismantling deficit-based narratives imposed by dominant discourse (Solorzano & Yosso, 2002). Through extensive individual interviews, fifteen Muslim American women aged 18-24 shared their educational journeys from elementary through college years. The three-dimensional nature of narrative research- temporality, sociality, and place, enabled thick, authentic descriptions of lived experiences while maintaining participant voice integrity. Counter-narrative methodology, rooted in CRT principles, challenged mainstream ideology while centering participants' experiential knowledge.
Data Collection:
Data consisted of in-depth interviews with female Muslim American students navigating formal and informal educational spaces. Participants ranged from high school seniors to undergraduate college students, representing diverse ethnic backgrounds (Pakistani, Indian, Turkish, Iraqi, Palestinian, Syrian, Moroccan) while sharing the common experience of Muslim American identity navigation. Four interviews were conducted immediately post-Trump election, while eleven occurred post-Biden election, providing temporal context for political climate impacts on educational experiences.
Results:
The counter-narratives revealed that identifiability serves as the most critical component of Muslim American educational experiences, directly impacting classroom participation, peer relationships, and academic opportunities. Participants consistently navigated "double consciousness" while representing their entire faith community in educational settings (Du Bois, 1903). The burden of explanation and defense of Islamic practices created additional academic and social labor. Significantly, diverse educational environments provided greater comfort and academic success than predominantly white spaces, highlighting the importance of inclusive educational policies.
Significance of the Work:
This work addresses a critical gap in educational research by providing the first comprehensive theoretical framework specifically addressing Muslim American educational experiences (Sirin & Fine, 2008). MusCrit offers educators, administrators, and policymakers concrete tools for understanding and addressing Islamophobic practices in educational institutions. As anti-Muslim sentiment continues rising in educational contexts, this framework becomes essential for creating truly inclusive learning environments. The research contributes to broader social justice education discourse by demonstrating how micro-theoretical frameworks can address specific marginalization experiences while building solidarity across oppressed communities.

Author

• Noor Ali, Northeastern University