Supporting And Educating Young Muslim Women

This book draws on the stories of female educators and young Muslim women to explore issues of identity, justice and education. Situated against a backdrop of unprecedented Islamophobia and new articulations of ‘White-lash’, this book draws on case study research conducted over a ten-year period and provides insight into the diverse worlds of young Muslim women from education and community contexts in Australia and England. Keddie discusses the ways in which these young women find spaces of agency and empowerment within these contexts and how their passionate and committed educators support them in this endeavour. Useful for researchers and educators who are concerned about Islamophobia and its devastating impacts on Muslim women and girls, this book positions responsibility for changing the oppressions of Islamophobia and gendered Islamophobia with all of us. Such change begins with education. The stories in this book hope to contribute to the change process.

This book draws on the stories of female educators and young Muslim women to explore issues of identity, justice and education. Situated against a backdrop of unprecedented Islamophobia and new articulations of ‘White-lash’, this book draws on case study research conducted over a ten-year period and provides insight into the diverse worlds of young Muslim women from education and community contexts in Australia and England. Keddie discusses the ways in which these young women find spaces of agency and empowerment within these contexts and how their passionate and committed educators support them in this endeavour. Useful for researchers and educators who are concerned about Islamophobia and its devastating impacts on Muslim women and girls, this book positions responsibility for changing the oppressions of Islamophobia and gendered Islamophobia with all of us. Such change begins with education. The stories in this book hope to contribute to the change process.

The eight articles published in this Special Issue present original, empirical research, using various methods of data collection and analysis, in relation to topics that are pertinent to the study of Islam and Muslims in Australia. The contributors include long-serving scholars in the field, mid-career researchers, and early career researchers who represent many of Australia’s universities engaged in Islamic and Muslim studies, including the Australian National University, Charles Sturt University, Deakin University, Griffith University, and the University of Newcastle. The topics covered in this Special Issue include how Muslim Australians understand Islam (Rane et al. 2020); ethical and epistemological challenges facing Islamic and Muslim studies researchers (Mansouri 2020); Islamic studies in Australia’s university sector (Keskin and Ozalp 2021); Muslim women’s access to and participation in Australia’s mosques (Ghafournia 2020); religion, belonging and active citizenship among Muslim youth in Australia (Ozalp and Ćufurović), the responses of Muslim community organizations to Islamophobia (Cheikh Hussain 2020); Muslim ethical elites (Roose 2020); and the migration experiences of Hazara Afghans (Parkes 2020).

This book, based on extensive, original research, details the changing lives of youth living in slum communities (bustees) in Kolkata (formerly Calcutta). Using young people’s own photos, art and narratives, the book explores how Muslim girls and young women are contributing to, and impacted by, changing youth culture in India. We are invited into the risky world of mixed-sex dance taking place in clandestine spaces in the slums. We join young people on their journeys to find premarital romance and witness their strategic and savvy risk taking when participating in transgressive aspects of consumer culture. The book reveals how social changes in India, including greater education and employment opportunities, as well as powerful middle class Muslim reform discourses, are impacting youth the very local level. More than just fantasy we see that Bollywood is an important role model which young people consult. By carefully negotiating risks and performing multiple identities inspired by modernity, globalization and, most of all, Bollywood culture, young people actively participate in a changing India and disrupt dominant discourses about slum youth as poor victims who are excluded from social change.

Identity, power, and positionality play crucial roles in designing and implementing research critically and ethically across marginalized cultures and communities. Through four unique case studies, this book highlights the dilemmas faced by researchers in the field of education, demonstrating how they grapple with the ethics of research and with their role in the process. Re-searching Margins: Ethics, Social Justice and Education attends to research in four specific marginalized communities, whilst also engaging in a wider dialogue about the complex theories, methodologies and practices of ethical research in communities of difference. This book examines ethical research with cultures and communities as an exchange in which both the researcher and the researched bring complex contextual and biographical factors shaped by their histories, identities, and experiences. Drawing on the lives and research of four renowned scholars, this book will be of interest to researchers and policy makers in education who seek to engage ethically and justly with marginalized communities.

Family, Law and Politics, Volume II of the Encyclopedia of Women & Islamic Cultures, brings together over 360 entries on women, family, law, politics, and Islamic cultures around the world.

This book provides school professionals - including teachers, principals, counselors, psychologists, and administrators - with a practical guide for supporting Muslim students in PK-12 schools. It is important that school professionals are culturally responsive and understand students’ backgrounds in planning effective instruction and creating safe schools. However, in the post-9/11 world, negative biases and stereotypes permeate mainstream discourses. Muslim students and their families often find themselves in conflict with school practices, procedures, and policies and do not often find themselves represented in the curriculum. This book provides a practical guide to the important issues that may impact the lives and education of Muslim students. This books give essential information about Islam and Muslim students from authentic perspectives. This text will support teachers and other school professionals in their advocacy for all students to provide equitable and just educational opportunities for all students. Beyond basics such as food and clothing requirement, this text advocates for the implementation of anti-bias pedagogy for diverse learners. Through school-based vignettes and case studies, we situate experiences of Muslim students in lived realities and help school professionals think deeply and critically about who their students are and how to engage their experiences in the curriculum.