Educators Co-Constructing Religiously Responsive Pedagogies With Muslim Children and Families.
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| Title: | Educators Co-Constructing Religiously Responsive Pedagogies With Muslim Children and Families. |
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| Authors: | AL-Siyabi, Muna1 (AUTHOR) munasalsiyabi@gmail.com, Sisson, Jamie1 (AUTHOR), Whitington, Victoria1 (AUTHOR), Memon, Nadeem1 (AUTHOR), Harris, Pauline1 (AUTHOR) |
| Source: | Journal of Research in Childhood Education. 2025, Vol. 39 Issue 2, p384-397. 14p. |
| Subject Terms: | *Religious educators, *Culturally relevant education, Religious identity, Muslims, Model theory |
| Abstract: | Religion is central to many children's lives. Yet, religion is commonly considered to be outside the scope of public education. This article addresses the urgent need, in increasingly super-diverse school contexts, for knowledge on how early years educational settings can be responsive to learners and their families who identify with a religion. Drawing on Cultural Models Theory, this case study, employing interpretivist narrative inquiry, explored the experiences of educators in one public preschool site as they overcame barriers and prioritized their relationships with parents to create a religiously responsive learning environment. Data were collected through semi-structured interviews with educators and analysis of relevant policy documents. Cross-participant analysis was conducted to identify how artifacts influenced educators' pedagogies and practices. The study found that certain artifacts, including policy documents, played a significant role in constraining or enabling the consideration of religious identities in educators' pedagogies and practices and highlighted the strategies educators used to create opportunities for dialogue to co-construct religiously responsive pedagogies. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | Religion is central to many children's lives. Yet, religion is commonly considered to be outside the scope of public education. This article addresses the urgent need, in increasingly super-diverse school contexts, for knowledge on how early years educational settings can be responsive to learners and their families who identify with a religion. Drawing on Cultural Models Theory, this case study, employing interpretivist narrative inquiry, explored the experiences of educators in one public preschool site as they overcame barriers and prioritized their relationships with parents to create a religiously responsive learning environment. Data were collected through semi-structured interviews with educators and analysis of relevant policy documents. Cross-participant analysis was conducted to identify how artifacts influenced educators' pedagogies and practices. The study found that certain artifacts, including policy documents, played a significant role in constraining or enabling the consideration of religious identities in educators' pedagogies and practices and highlighted the strategies educators used to create opportunities for dialogue to co-construct religiously responsive pedagogies. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 02568543 |
| DOI: | 10.1080/02568543.2024.2448561 |
