Islam in the Public School Classroom:  The Teacher as Adult Learner

Nanji, AFroza

Islam in the Public School Classroom: The Teacher as Adult Learner

atmire.migration.oldid	3649
dc.contributor.advisor	Groen, Janet
dc.contributor.author	Nanji, AFroza
dc.date.accessioned	2015-09-25T17:28:38Z
dc.date.available	2015-11-20T08:00:41Z
dc.date.issued	2015-09-25
dc.date.submitted	2015	en
dc.description.abstract	This narrative research study explores the adult learning journey of teachers who teach about Islam in Alberta public schools. It tells stories of their experiences that are informed by personal convictions and sociocultural surroundings. The study focuses intentionally on how perceptions of Islam held by teachers change, if at all. It also directs attention to the impact of teaching and learning about Islam on teacher religious and nonreligious identities. Four teacher participants, from different schools, were invited to share their stories and experiences teaching about Islam in the World Religions course. Narrative inquiry proved to be an invaluable guide in discovering and interpreting teacher learning journeys. Participants brought forth various understandings of Islam and diverse religious and nonreligious identities to the classroom space. Teaching about Islam resulted in strengthened religious and nonreligious convictions, and influenced in an important way, the nature of changes in perceptions of Islam teacher participants developed. While the field of adult education is increasingly attending to the multidimensional ways that adults learn and change, the contribution of one’s religious convictions in interreligious learning has not been extensively explored. As well, this study suggests that teachers and students actively engage with diverse religious and nonreligious outlooks and lived experiences in order to support deep learning. Thus, while it explores teacher experiences and changes, this dissertation also aims to articulate a way forward in curriculum and teacher development. As we increasingly encounter diverse and fellow human beings, this study highlights the great importance of learning about each other, from each other.	en_US
dc.identifier.citation	Nanji, AF. (2015). Islam in the Public School Classroom: The Teacher as Adult Learner (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/26678	en_US
dc.identifier.doi	http://dx.doi.org/10.11575/PRISM/26678
dc.identifier.uri	http://hdl.handle.net/11023/2500
dc.language.iso	eng
dc.publisher.faculty	Graduate Studies
dc.publisher.institution	University of Calgary	en
dc.publisher.place	Calgary	en
dc.rights	University of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.
dc.subject	Education--Adult and Continuing
dc.subject.classification	Adult	en_US
dc.subject.classification	Religion	en_US
dc.subject.classification	Curriculum	en_US
dc.subject.classification	Social Studies	en_US
dc.subject.classification	Transformation	en_US
dc.title	Islam in the Public School Classroom: The Teacher as Adult Learner
dc.type	doctoral thesis
thesis.degree.discipline	Educational Research
thesis.degree.grantor	University of Calgary
thesis.degree.name	Doctor of Philosophy (PhD)
ucalgary.item.requestcopy	true