Negotiating Language Arts and Muslim Identity
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| Title: | Negotiating Language Arts and Muslim Identity |
|---|---|
| Language: | English |
| Authors: | Firman Parlindungan, Adrian Rodgers |
| Source: | Journal of Education in Muslim Societies. 2023 5(1):4-25. |
| Availability: | Indiana University Press. 601 North Morton Street, Bloomington, IN 47404. Tel: 800-842-6796; Tel: 812-855-8817; Fax: 812-855-7931; e-mail: iuporder@indiana.edu; Web site: https://scholarworks.iu.edu/iupjournals/index.php/jems/ |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Elementary Education Grade 6 Intermediate Grades Middle Schools Junior High Schools Secondary Education |
| Descriptors: | Language Arts, Grade 6, Islam, Religious Schools, Middle School Teachers, Middle School Students, Immigrants, Muslims, Student Attitudes, Curriculum, Teaching Methods, Self Concept, Beliefs, Role of Religion, World Views, Barriers, Inclusion, Student Characteristics, Arabs, North Americans |
| ISSN: | 2641-0044 2641-0052 |
| Abstract: | In this article, we present a case study of a sixth grade English Language Arts (ELA) teacher and her students at an American Islamic school. The perception in the literature is that schools are an important bridge for immigrants to engage with their adopted culture. We examined the curriculum and instructional practice of sixth grade ELA teacher Sarah El-Ahmed, who was teaching second generation immigrant Muslim children at Bright Star Muslim School (names are pseudonyms). We also examined the students' responses to the teacher's efforts to foster an Islamic identity orientation and integrate the beliefs and practices of Islam with those of the pupils' adopted home. Our findings suggest an appropriate level of teacher support can be transformative for meaning and identity and help solidify an Islamic perspective in an intersection between secular and spiritual worldviews. This study suggests that the teaching of literacy may extend to reading secular as well as sacred texts to accommodate the sociocultural needs of the students. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1430723 |
| Database: | ERIC |
| Abstract: | In this article, we present a case study of a sixth grade English Language Arts (ELA) teacher and her students at an American Islamic school. The perception in the literature is that schools are an important bridge for immigrants to engage with their adopted culture. We examined the curriculum and instructional practice of sixth grade ELA teacher Sarah El-Ahmed, who was teaching second generation immigrant Muslim children at Bright Star Muslim School (names are pseudonyms). We also examined the students' responses to the teacher's efforts to foster an Islamic identity orientation and integrate the beliefs and practices of Islam with those of the pupils' adopted home. Our findings suggest an appropriate level of teacher support can be transformative for meaning and identity and help solidify an Islamic perspective in an intersection between secular and spiritual worldviews. This study suggests that the teaching of literacy may extend to reading secular as well as sacred texts to accommodate the sociocultural needs of the students. |
|---|---|
| ISSN: | 2641-0044 2641-0052 |
