Teachers and teaching islam and muslims in pluralistic societies: Claims, misunderstandings, and responses

Document Type



Institute for Educational Development, Karachi


The author argues that teachers’ positive work in the education of Muslim students needs to be emphasized and their voices contextualized and critically engaged. He problematizes notions that have been circulating in the public sphere around the education of Muslims in western contexts (racism, Islamophobia, school curricula that ignore Muslim perspectives and contributions) by simultaneously acknowledging and refuting them. He contextualizes these issues by linking them to what education means in the context of intensified communication between diverse peoples, multiple perspectives and globalization. He ends by highlighting the data’s implications for research, policies and practices in education as well as for teachers’ training in Canada and other pluralistic societies.


This work was published before the author joined Aga Khan University.


Journal of International Migration and Integration / Revue de L’integration et de La Migration Internationale