Redefining Resistance: Towards an Islamic subculture in schools
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Based on a critical ethnographic study of student narratives, this article examines Muslim student subcultures in Ontario schools. These subcultures embody a multisystemic framework for the continuity of Islamic beliefs and practices within this context. The social organisation of Muslim youth in schools represents nascent forms of Islamic subcultures and utilises, to varying extents, the politics of resistance to counteract their marginality and subordination as a religious minority in a secular public school system. This article challenges classical resistance theories in education which are predicated on the notion that anti-school behaviours are entrenched within class-based motives. The concept of resistance is redirected in this article to reflect alternative catalysts for student-based social action and educational critique that reflect the experiences of Muslim students. A mode of 'formalised resistance' will be introduced as a strategy used by Muslim students to resist marginalisation and develop the institutional conditions necessary for the development of an Islamic subculture in schools. The focus will also be upon how education has become an arena for contemporary cultural politics, and how Muslims use their religious identities to challenge Eurocentrism in school policies, practices and curriculum.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it