Qissati. Counterstories of Muslim Women School Administrators in Schools
Bibliographic record
Abstract
This composite counter-stories study seeks to understand and illuminate the embodied experiences of Muslim women school leaders in Ontario public schools. Critical analysis of individual and group interviews with seven Muslim women public school administrators (principals and vice principals), autobiographical writing/reflection, and scholarship on racialized women’s school leadership shed light on: a) the systemic erasure of Muslim women leadership through ‘Invisibilizing’ and ‘Hypervisibilizing’ experiences, b) the experiences of Muslim women’s presence and actions as threatening to the cultural and institution reality of public schools and, c) the institutional attempts at containment of these leaders through controlling expectations and tools for reprisal should expectations be transgressed. Theories of Islamophobia and Critical Race/Feminism Theory are shown to arise out of the experiences of women as examined in the data. These theories inform the development of the composite counter-stories depicting the school lives of Muslim woman leaders. The composite characters allow for an embodied expression of the complexities of ‘being’ Muslim and woman in public institutions to resist further re-inscription into dominant narratives of their lives. These stories also disrupt majoritarian narratives about inclusive schools and Muslim women. The composite counter-stories provide a robust portrait of the impact of leading public-school spaces as a Muslim woman. Compiling the data through a composite depiction of individual experience, I provide new counterstories of gendered Islamophobia in school leadership and Islamophobia in schools more widely.
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.
How this classification was reachedexpand
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 | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".