Representations of Muslim Cultures and Societies in Children's Literature as a Curriculum Resource for Ontario Classrooms: Promises and Prospects
Notice bibliographique
Résumé
Situated in the context of multiple challenges and possibilities faced by Muslim students and communities in the Western socio-political and educational contexts, this qualitative research examines curriculum perceptions pertaining to Muslim children’s literature and attempts to answer the major research question: “How can Ontario curriculum be enriched with curriculum resources comprising of Muslim children's literature?” This question touches several chords within curriculum studies, teacher development and schooling in general, therefore, an integrated framework combining insights and concepts from critical pedagogy, anti-racism, post-coloniality, multiculturalism, as well as, anti-orientalism are applied to guide the research’s data collection and analysis. Additionally, my own situatedness within the study as a minority Muslim woman teacher with experiences from East and West plays a critical role in engaging and deconstructing the complex webs of Muslim representations in curricular resources. The near absence of Muslim children’s literature in Ontario curriculum and paucity of the Muslim content for elementary students are investigated through a three-pronged approach: (1) Examination of the Trillium List; (2) Engaging with the voices of contemporary writers of Muslim children’s literature; and (3) Critically dissecting the contents of select literary pieces, which have potential of being used as curricular resources. The understanding created through engagement with the above exploration generate opportunities for relevant conversations and awareness for both Muslim and non-Muslim stakeholders. This research is thus a unique study of Muslim children’s literature through application of systematic frameworks to bring social justice and offers a promise of development of cosmopolitan ethics in young Canadians. It assures equipping Ontario teachers with significant knowledge to validate experiences of elementary children through stories. The use of Muslim children's literature as curricular resources has the capacity to promote bridging of cultures, create responsiveness around Muslim students' background, alleviate misconceptions in the students and promote confidence in parents of Muslim children, especially those in the public schools. The findings show limited authors writing Muslim stories, little literacy and reading culture amongst immigrant Muslims, lack of publishers and not enough recognition of Muslim literature and authors in Canada. This study helps teachers and policy makers to develop a deeper appreciation of multicultural ethos of the Canadian education system and recommends stakeholder involvement for a more inclusive holistic, authentic and credible State curriculum with pluralist Muslim representations.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,001 | 0,001 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».