Abstract
My research explores the Muslim collective identity formations, specifically the Muslim graduates from Saskatchewan’s unique Islamic school (SIS), the only Islamic school that is dominated and operated on Treaty 4 land by euro-Christian staff and administration since 1999. This research adopts a case study methodology with a grounded theory analysis method (Bricks & Mills, 2011; Halaweh, 2012; Tuck & McKenzie, 2015). I interviewed thirteen participants who have graduate from Saskachwean’s Islamic school (SIS). Through a unique mix of collective identity theory (Ashmore, Deaux and McLaughlin-Vlope, 2004), critical faith-based (Zine, 2008) and postcolonial frameworks (Fanon, 1967/2004 & Shariati, 1979/1980/986), my case study draws connections between the Islamic school education, that is operated based on colonial discourses, and the impact it has on shaping the Muslim graduates’ collective identities. I also explore the Muslim graduates’ integration process into the Canadian context post 9/11 and Trumpism era. The research answered the following three focused questions: 1) How do the graduates identify with SIS community? 2) How do they describe the impact of the white dominant SIS’ on their current collective Muslim identity in Canada? 3) How do the graduates’ perceptions reflect their collective identity in relation to living and working in Canada in a post 9/11 era? From the data analysis, the findings generated a conceptual SIS Muslim collective identity model that consists of three dimensions or stages of development: 1) Psychological-emotional dimension, 2) Behavioral Involvement dimension, and 3) Moral dimension.
Presenters
Narmeen RamadanPh.D Candidate, Faculty of Education, University of Regina, Saskatchewan, Canada
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Muslim collective identity, Islamic schools, Postcolonial, Critical faith-based theory
