Teachers’ perspectives on the education of their Muslim Students in the GTA

Authors

Sarfaroz Niyozov, Aga Khan UniversityFollow

Document Type

Book Chapter

Editor

Carol Rolheiser, Mark Evans, and Mira Gambhir

Publication (Name of Journal)

Inquiry into practice: Reaching every student through inclusive curriculum

Department

Institute for Educational Development, Karachi

Publisher

Ontario Institute for Studies in Education of the University of Toronto (OISE)

City

Toronto

Abstract

This study explored how an elementary public, inner-city school teacher understands her Muslim students’ educational and social needs, and how she addresses the challenges and opportunities she encounters in working with her students. As an extension of my study in high schools (Niyozov, 2010), this study is critical to dealing with increasing cultural and religious diversity in Canadian schools. It has implications for curriculum and teacher development as well as broader notions of citizenship and multiculturalism in Canada (Banks & Banks, 1996). Notably, teachers’ work with Muslim students remains an under-researched area, surrounded with unfavourable images and misconceptions about public schools and their teachers. This study aims to rebalance this portrayal.

Comments

This work was published before the author (Sarfaroz Niyozov) joined Aga Khan University.

Recommended Citation

Niyozov, S. (2011). Teachers’ perspectives on the education of their Muslim Students in the GTA. In C. Rolheiser, M. Evans, & M. Gambhir (Eds.), Inquiry into practice: Reaching every student through inclusive curriculum (pp.114-115). Toronto: OISE/UT.