Culturally Relevant Leadership: Advancing Critical Consciousness in American Muslim Students

2019 ◽  
Vol 55 (5) ◽  
pp. 781-811 ◽  
Author(s):  
Miriam Ezzani ◽  
Melanie Brooks

Purpose: The purpose of this study was to explore how leaders in an Islamic school in the United States engaged in culturally relevant leadership (CRL) within a diverse school community to develop students’ critical social consciousness. Research Design: Data were collected over 4 years at an Islamic K-8 school in the United States and included the following: 12 in-depth semistructured interviews with school and community leaders; 4 phone interviews; 7 focus group interviews with teachers, students, and parents; 5 observations of classroom and school events; and documents from the Islamic center, school, and classrooms. Data specific to the school leaders were analyzed using tenets of CRL. Findings and Conclusions: This article describes how Muslim and non-Muslim leaders in an Islamic school engaged in the tenets of CRL. This study suggests that the tenets of CRL, in this context, were grounded in inter and intrafaith dialogue, cultural syncretism, and a unique focus on the development of an American Muslim identity.

2017 ◽  
Vol 119 (6) ◽  
pp. 1-32
Author(s):  
Melanie C. Brooks ◽  
Miriam D. Ezzani

Background/Context Current estimates show 2,500 Islamic State (IS) jihadists are from the United States, Australia, and Western Europe. How and in what ways formal schooling influences the radicalization process and the development of extremist worldviews is yet to be fully understood. There is little research that explores how religious schooling educates against radical thought and behavior and this article reports findings from a qualitative case study of an Islamic school in the United States that counters religious extremism through the promotion and development of an American Muslim identity in its students, an ideology that advances the idea that an individual can be wholly American and wholly Muslim without any incongruity. Purpose/Objective/Research Question/Focus of the Study The purpose of this research was to explore one American Islamic school's efforts to counter religious extremism through the promotion and development of an American Muslim identity in its students. Two research questions guided this inquiry: (a) How does one American Islamic school attempt to develop and promote anti-extremist beliefs and behaviors through their development of an American Muslim identity in its students? (b) How is this reflective of Davies’ Critical Idealism XvX Model? Research Design For this qualitative case study, data were gathered and analyzed using Lynn Davies’ Critical Idealism XvX Model, which contrasts formal education that teaches anti-extremism to education that may teach extremist worldviews. Findings/Results The findings suggested that this Islamic school's focus on American Muslim identity reflected the components and values put forth in Davies’ framework that supported anti-extremist education and thereby thwarted extremist ideologies of single-truths, silencing, obedience, utopian excellence, political ignorance, and pure identities. Establishing a “good fit” for teachers, parents, and students were essential and parents with extremist or fundamentalist ideologies tended to disenroll their children. This study also suggested that Davies’ Critical Idealism XvX Model may be a useful framework for exploring religious education. Conclusions/Recommendations The school's administrators believed in the need to re-envision the American Muslim community—moderate in outlook, resonant with American values, participative with community, and supportive and welcoming of diversity. In doing so, the school delivered an anti-extremist education that promoted social integration, democratic values, and acceptance of diversity. This moderate outlook is counter to prevailing stereotypes and thus it is imperative that research continues to explore the role formal schooling plays in educating for or against extremism.


Author(s):  
Farzana Kausar ◽  
Dr. Wajid Zulqarnain

After the 9/11 incident in the United States, a hatred gap arose between the Americans and Americans Muslims. Many Muslim stand-up comedians started their efforts to decrease this tension through humorous performances and comic screenplays. Also, Muslim comedians are neutralizing negative social discrimination between Muslims and another world to reduce the impact of Islamophobia in the world. The purpose of the study is to examine the part of Muslim comedians and the sentiments of the listeners about their stand-up humor videos. This study is the qualitative content analysis of comments on videos of two American Muslim comedians Negin Farsad and Obeidallah Dean. For data analysis, Linguistic Inquiry & Word Count (LIWC) used to analyses the positive emotions, negative emotions, and emotional tone. Findings exhibit that Muslim comedians are playing a critical part to assist the Muslim community handle with the effect of Islamophobia. The study also investigated that Muslim stand-up comedians are contributing to lessen the stereotyping discernments and disliked comments about Muslim identity globally. It is concluded that comedy has also helped in comforting the audiences that Arab and Muslims are not unpatriotic and adversarial to the United States or to another world.


Author(s):  
Justine Howe

This chapter examines how the Webb community imagines itself as an alternative to practices of ethnic particularism in Chicago’s mosques. In particular, the community offers a third space for participants to challenge extant visions of American Islam as practiced in mosques. Webb members reimagine the United States as an ideal site of religious practice, carrying the hope of its participants that American Islam could someday be “seamless.” The United States, they believe, holds the promise of an Islam free of racial and ethnic divisions, if only they can disencumber American Islam of its immigrant ethos and show other Muslims the value of embracing cultural norms of American society. Focusing on the accounts of seven Webb participants, this chapter demonstrates how American Muslim identity is an ongoing, dynamic process of talk and practice, which are enmeshed in complex racial, gendered, and classed dynamics.


Elements ◽  
2015 ◽  
Vol 11 (1) ◽  
Author(s):  
Saljooq Asif

Recipient of the 2013 Pulitzer Prize for Drama, Ayad Akhtar has been lauded as the de facto voice of the American Muslim in theatre and literature. Akhtar, A Pakistani American, claims that all of his works are inspired by his life and personal experiences; they are, he admits, a form of autobiography. In a post-9/11 world, however, where the position of Muslims in the United States has become increasingly scrutinized, Akhtar’s works purposely play upon American fears and anxiety in regard to Islam. Indeed, Akhtar’s works rely heavily on Muslim stereotypes in order to unsettle American audiences and gain artistic recognition. By doing so, Akhtar not only continues the clichéd depiction of Muslims in American media, but also upholds Stephen Spender’s theory on autobiography: that the perspective of the autobiographer, his Self, is forever forced to submit to that of society, the Other.


1998 ◽  
Vol 15 (1) ◽  
pp. 136-139
Author(s):  
Ahmed Hussain

Barring the initial works of a handful of scholars over the last 50 years,Muslim communities and their understanding of Islam in America have gonerelatively unstudied in relation to other religious groups. The lacuna now, however,has been partially filled by the work of Kambiz GhaneaBassiri in a concisebut complete in-way-of-issues-mentioned manner. Primarily a secondarysource, it relies heavily on the initial works produced by scholars such asYvonne Haddad, Adair T. Lummis, Earle Waugh. Aminah McCloud, and AtifWasfi. The book is the first of a second generation of work on the subjectUsing a purely sociological method and lens, the book analyzes the findings ofthe works that came before it, coupling a case study of the views, opinions, andattitudes of different constituents of the Muslim populace of Los Angeles withthe more cross-sectional approach used by the aforementioned scholars. Thework raises fundamental questions regarding the validity of studying sociologicallythe American Muslim condition; whether a truly American Muslim conditionexists; and (if it does) its characteristic features. Nevertheless, KambizGhaneaBassiri's work indexes, in a cartographic manner, the competing visionsof Islam in the United States.Within the introduction of his work, the author outlines the purpose andmethodology of his study. Departing from the writings and approach of Haddad,Lummis, Waugh, McCloud, and Wasfi, he makes his intention clear: to use surveysto examine the religious identity of Muslims in the United States by determininghow they define their role as American citizens. His already enigmaticdefinition of a religious identity, however, being an amalgam of one's "desires,""needs," "cultural and ethnic background" and "level of religious understanding,"missed certain key elements. The roles of intention and volitional acts­the main components of the textual definition of Muslim identity-outlinedwithin the Qur'an and Sunnah, more than the categories used in the study, defineMuslim identity. The lack of a clear definition of Muslim identity and the inabilityof the study to operationalize it are the work's two main weaknesses.Nowhere in the work is it scientifically illustrated or articulated that a case study ...


2017 ◽  
Vol 20 (1) ◽  
pp. 107-114 ◽  
Author(s):  
Jennifer Kue ◽  
Laura A. Szalacha ◽  
Mary Beth Happ ◽  
Abigail L. Crisp ◽  
Usha Menon

2012 ◽  
Vol 114 (12) ◽  
pp. 1-37
Author(s):  
Jennifer K. Adair ◽  
Joseph Tobin ◽  
Angela E. Arzubiaga

Background/Context Many scholars in the fields of teacher education, multicultural education, and bilingual education have argued that children of recent immigrants are best served in classrooms that have teachers who understand the cultural background and the home language of their students. Culturally knowledgeable and responsive teachers are important in early education and care settings that serve children from immigrant families. However, there is little research on immigrant teachers’ cultural and professional knowledge or on their political access to curricular/pedagogical decision-making. Focus of Study This study is part of the larger Children Crossing Borders (CCB) study: a comparative study of what practitioners and parents who are recent immigrants in multiple countries think should happen in early education settings. Here, we present an analysis of the teacher interviews that our team conducted in the United States and compare the perspectives of immigrant teachers with those of their nonimmigrant counterparts, specifically centering on the cultural expertise of immigrant teachers who work within their own immigrant community. Research Design The research method used in the CCB project is a variation of the multi-vocal ethnographic research method used in the two Preschool in Three Cultures studies. We made videotapes of typical days in classrooms for 4-year-olds in early childhood education and care (ECEC) settings in five countries (England, France, Germany, Italy, and the United States) and then used these videos as cues for focus group interviews with parents and teachers. Using a coding framework designed by the national CCB team, we coded 30 focus group interviews. The coding framework was designed to facilitate comparisons across countries, cities, and categories of participants (teachers and parents, immigrant and nonimmigrant). Findings/Results Teachers who are themselves immigrants from the same communities of the children and families they serve seem perfectly positioned to bridge the cultural and linguistic worlds of home and school. However, our study of teachers in five U.S. cities at a number of early childhood settings suggests that teachers who are themselves immigrants often experience a dilemma that prevents them from applying their full expertise to the education and care of children of recent immigrants. Rather than feeling empowered by their bicultural, bilingual knowledge and their connection to multiple communities, many immigrant teachers instead report that they often feel stuck between their pedagogical training and their cultural knowledge. Conclusions/Recommendations Bicultural, bilingual staff, and especially staff members who are themselves immigrants from the community served by the school, can play an invaluable role in parent–staff dialogues, but only if their knowledge is valued, enacted, and encouraged as an extension of their professional role as early childhood educators. For the teachers, classrooms, and structures in our study, this would require nonimmigrant practitioners to have a willingness to consider other cultural versions of early childhood pedagogy as having merit and to enter into dialogue with immigrant teachers and immigrant communities.


Author(s):  
Serhan Tanriverdi

In the last two centuries, Muslims have made efforts to reform Islamic tradition and thought. Reform attempts have often focused on the advancement of the Islamic tradition and reconfiguration of Muslim thought and practices in light of changing sociopolitical circumstances and human knowledge. Reforming Islam has been a particularly central focus since Muslims’ direct encounters with modernity in the early 20th century. Jamal al-Din al-Afghani (b. 1838–d. 1897), Muhammad Abduh (b. 1849–d. 1905), Muhammad Rashid Rida (b. 1865–d. 1935), and Fazlur Rahman (b. 1919–d. 1988) are the prominent figures of the reformist trend in recent history. Since the 1990s, an increasing number of Muslims have migrated to the United States, and rising Muslim populations have led to the emergence of reformist Muslim intellectuals there. Many of these reformists are professors or public intellectuals working at American institutions, and they come from different ethnic, racial, and cultural backgrounds. Reformist American Muslim intellectuals should not be considered as an entirely and internally homogenous group; instead, it should be seen as an umbrella term covering various critical reconstructivist approaches to the Islamic tradition and modernity in the context of the United States and globalization in the last three decades. These thinkers call themselves “reformists,” “progressives,” or “critical Muslims” in their works. Referring to them as “reformist American Muslim intellectuals” was preferred for this article because they live and work in the United States and want change, but they are not advocating for revolution or radical social upheaval. Instead, reformist Muslims mainly focus on building democratic, pluralist, and ethical theories or practices from a Muslim perspective while prioritizing the development of indigenous Islamic arguments for their agendas and ideas. Thus, their intellectual projects often simultaneously challenge (a) apologetic, exclusivist, premodern socio-legalistic thoughts, and epistemologies promoted by Muslim fundamentalists, Islamists, and traditionalists; and (b) Western-centric, secularized, reductionist views found in some popular Western discourses. Ultimately, reformists attempt to deconstruct the hegemonic assumptions of (neo)orientalist perspectives and dogmatic discourses about Muslims in order to reconstruct democratic, pluralists, and just interpretations of the Islamic tradition for the sake of contemporary Muslims. The themes of reformists’ writings reveal a correspondence to the sociopolitical issues of contemporary Muslims in the West and the global scene. For example, reformist Muslims’ writings have focused on themes such as the critique of traditional Islam in the aftermath of 11 September 2001 and the resurgence of radical groups, extremist ideas, and authoritarianism in Muslim communities. Thus, reformist Muslims often focus on debates about Islam’s compatibility with modernity and democracy, the role of religion in public life, human rights, religious freedom, pluralism, and gender justice. As a result, reformist Muslims in the United States can be seen as a continuation of Islamic modernism that started in the 19th century in the Islamic world but has been significantly shaped by the conditions of the modern American society and circumstances of Muslims. In other words, it is reasonable to say that reformist Muslim discourses do not emerge or exist in a vacuum. Thus, their writings can be seen as the production of a dialectical engagement between Islamic tradition and modernity at large.


Author(s):  
Zubeir Haroun ◽  
Ali Bokhari ◽  
Monika Marko-Holguin ◽  
Kelsey Blomeke ◽  
Ajay Goenka ◽  
...  

Abstract Background: Little is known about how Muslim youth in non-Muslim countries perceive depression and its treatment and prevention. Objective: We investigated the barriers and suggest treatment models for depressive disorders in Muslim adolescents and young adults residing in the United States. Methods: We conducted a thorough literature review to identify previous study on the beliefs of American Muslim adolescents about depression and its treatment. We identified the gaps and developed a survey to ascertain this information from American Muslim adolescents. Results: The survey was administered to a convenience sample of 125 Muslim subjects (60.0% males) aged 14–21 years. The sample was ethnically diverse with Pakistani (44.8%) encompassing the majority of the sample. Most responders believed that recitation from the Koran relieves mental distress. Multiple linear regression analysis revealed that those who reported strong emotional support from parents or a greater acceptance of taking depression medication prescribed from a physician were more likely to accept a physician’s diagnosis, whereas believing in prayer to heal depression was associated with a lower likelihood of the same. Youth were accepting of Internet and preventive approaches. Conclusion: Planning of culturally sensitive mental health services is useful to accommodate the needs of Muslim youth served by primary care physicians and mental health practitioners in the United States. Muslim adolescents tend to be more traditional with family, social, and religious values. This value system plays an important role in their likelihood of seeking and accepting professional help for depression.


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