scholarly journals Somali mothers religious socialization and discussions around Islamophobia with their school age children

2021 ◽  
Author(s):  
Sadiyo Abdille
Keyword(s):  
Critical Race Theory ◽  
Religious Identity ◽  
Minority Groups ◽  
School Age Children ◽  
Small Scale ◽  
School Age ◽  
Religious Socialization ◽  
Critical Race ◽  
Structured Interviews ◽  
Race Theory

This small-scale study examines Somali-Canadian Muslim mothers’ religious socialization of, and discussions around Islamophobia with their school-age children. This qualitative research employs the use of semi-structured interviews with six Somali-Canadian Muslim mothers with school-age children between the ages of five to ten years. Guided by a constructivist paradigm and Critical Race Theory, three themes were identified: 1. Somali mothers use Islamic books, modeling behaviour and Islamic classes to formulate a religious identity; 2. Somali mothers suggested that age and gender are factors informing their discussions around Islamophobia and 3. Somali mothers framed curriculum on Islamophobia like curriculum on other minority groups (i.e. Jewish, LGBTQ, and Aboriginals, etc.). The mothers in this study suggested formulating a religious identity for their children to build a positive religious foundation to combat the negative perception of their religion in society. Somali-Canadian mothers stated, it is possible to represent Muslim identity and discuss Islamophobia in the classroom. Keywords: Somali mothers, religious socialization, Islamophobia, Critical race theory, anti-racism.

scholarly journals Somali mothers religious socialization and discussions around Islamophobia with their school age children

2021 ◽  
Author(s):  
Sadiyo Abdille
Keyword(s):  
Critical Race Theory ◽  
Religious Identity ◽  
Minority Groups ◽  
School Age Children ◽  
Small Scale ◽  
School Age ◽  
Religious Socialization ◽  
Critical Race ◽  
Structured Interviews ◽  
Race Theory

This small-scale study examines Somali-Canadian Muslim mothers’ religious socialization of, and discussions around Islamophobia with their school-age children. This qualitative research employs the use of semi-structured interviews with six Somali-Canadian Muslim mothers with school-age children between the ages of five to ten years. Guided by a constructivist paradigm and Critical Race Theory, three themes were identified: 1. Somali mothers use Islamic books, modeling behaviour and Islamic classes to formulate a religious identity; 2. Somali mothers suggested that age and gender are factors informing their discussions around Islamophobia and 3. Somali mothers framed curriculum on Islamophobia like curriculum on other minority groups (i.e. Jewish, LGBTQ, and Aboriginals, etc.). The mothers in this study suggested formulating a religious identity for their children to build a positive religious foundation to combat the negative perception of their religion in society. Somali-Canadian mothers stated, it is possible to represent Muslim identity and discuss Islamophobia in the classroom. Keywords: Somali mothers, religious socialization, Islamophobia, Critical race theory, anti-racism.

Navigating neoliberal school spaces: Parent and school staff perspectives on racially disproportional school exclusions in England

2018 ◽  
Vol 63 (4) ◽  
pp. 445-458
Author(s):  
Andrea Joseph
Keyword(s):  
Critical Race Theory ◽  
Social Workers ◽  
Racial Bias ◽  
School Reforms ◽  
Critical Race ◽  
Structured Interviews ◽  
School Environments ◽  
Race Theory ◽  
Students At Risk ◽  
Participant Perspectives

This article uses phenomenology and critical race theory to explore educators’, parents’, and education social workers’ experiences with policies and discipline practices in English schools. Critical race theory was used to center the significance of race and neoliberal school reforms on disparities, while phenomenological principles were applied to understand participant lived experiences in these settings. Participant perspectives were captured using semi-structured interviews and focus groups. Findings indicate that pressurized school environments and racial bias fostered racialized neoliberalism and hindered how education social workers and pastoral carer workers advocated for students at risk of school exclusion.

scholarly journals Lessons From Critical Race Theory: Outdoor Experiential Education and Whiteness in Kinesiology

2021 ◽  
pp. 105382592110067
Author(s):  
Viviane Soa Gauthier ◽  
Janelle Joseph ◽  
Caroline Fusco
Keyword(s):  
Critical Race Theory ◽  
Critical Discourse Analysis ◽  
Experiential Education ◽  
Undergraduate Students ◽  
Settler Colonialism ◽  
Critical Race ◽  
Structured Interviews ◽  
Race Theory ◽  
Outdoor Experiential Education ◽  
Sport And Recreation

Background: Outdoor experiential education (OEE) is often presented as a neutral and equitable curricular practice with positive learning outcomes. However, few studies have examined the experiences of racialized and queer White settler students or the representation of Whiteness in OEE curricular documents. Purpose: This article explores Whiteness, racialization, and Indigenous erasure in OEE as an undergraduate curricular practice at a Kinesiology program in a Canadian university. Methodology/Approach: Using critical race theory, a critical discourse analysis of six types of documents used to advertise and organize the outdoor experiential courses was combined with five semi-structured interviews with undergraduate students. Findings/Conclusions: This study demonstrates that students must negotiate Whiteness and settler colonialism to participate in OEE. Three main findings include the following: (a) The imagined student is wealthy and White, (b) students both assimilate to and resist codes of Whiteness, and (c) curricular documents and practices promote Eurocentricity and erase Indigeneity. Implications: OEE presents an opportunity for students preparing to become workers and educators in sport and recreation to learn about Whiteness, racialization, and Indigeneity. Kinesiology program design can use student narratives to shift from supposedly neutral curricular documents and pedagogies to ones that expose and work toward dismantling Eurocentricity.

scholarly journals Critical Race Theory and the Impact of Oppression Narratives on the Identity, Resilience, and Wellness of Students of Color

2020 ◽  
Author(s):  
GerDonna J. Ellis
Keyword(s):  
Critical Race Theory ◽  
Students Of Color ◽  
Critical Race ◽  
Structured Interviews ◽  
Race Theory ◽  
Predominately White ◽  
Making Sense ◽  
White Institution ◽  
The Many ◽  
The Impact

In this thesis I explore the different stories students of color draw from and internalize to understand their identities in relation to oppression and resilience. Through reviewing critical race theory (CRT) and critical whiteness literature, I identify what I call the "oppression narrative", in which students of color are often discussed as being oppressed and disadvantaged. Stories are powerful, and in many ways the stories we hear and believe about ourselves make us who we are. Eight narrative, semi-structured interviews were conducted with students who attended a predominately white institution (PWI) and identified as black or Latinx. Seven themes emerged as influential in how these students chose to identify themselves, and how their stories reflected oppression and/or processes of resiliency in making sense of and navigating their world: external/internal identity tension, not leading with challenges, claiming privilege or support, denying a deficit, identity as an anchor, using community, and reframing circumstance and highlighting victories. These eight students' stories rejected the oppression narrative and their narratives reveal the many ways in which they engage in processes of resiliency through difficult circumstance.

scholarly journals Pursuing Justice-Driven Inclusive Education Research: Disability Critical Race Theory (DisCrit) in Early Childhood

2021 ◽  
pp. 027112142199083
Author(s):  
Hailey R. Love ◽  
Margaret R. Beneke
Keyword(s):  
Early Childhood ◽  
Education Research ◽  
Critical Race Theory ◽  
Young Children ◽  
Inclusive Education ◽  
Critical Race ◽  
Children And Families ◽  
Race Theory ◽  
Children Of Color ◽  
Educational Processes

Multiple scholars have argued that early childhood inclusive education research and practice has often retained racialized, ableist notions of normal development, which can undermine efforts to advance justice and contribute to biased educational processes and practices. Racism and ableism intersect through the positioning of young children of Color as “at risk,” the use of normalizing practices to “fix” disability, and the exclusion of multiply marginalized young children from educational spaces and opportunities. Justice-driven inclusive education research is necessary to challenge such assumptions and reduce exclusionary practices. Disability Critical Race Theory extends inclusive education research by facilitating examinations of the ways racism and ableism interdependently uphold notions of normalcy and centering the perspectives of multiply marginalized children and families. We discuss constructions of normalcy in early childhood, define justice-driven inclusive education research and its potential contributions, and discuss DisCrit’s affordances for justice-driven inclusive education research with and for multiply marginalized young children and families.

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