- About
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The Global ETD Search service is a free service for researchers
to find electronic theses and dissertations. This service is
provided by the
Networked Digital Library of Theses and Dissertations.
Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
Search results
Showing 1 to 2 of 2 (0.021 seconds)Spelling suggestions: "subject:"hijabi"" "subject:"punjabi""
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The Experiences of Muslim Girls with Curriculum/Schooling in Public Secondary Schools in Ontario, CanadaAli, Sana 28 November 2012 (has links)
This study examines the experiences of nine hijabi and non-hijabi Muslim girls from diverse backgrounds with curriculum/schooling in public secondary schools in Ontario. The study uses individual interviews and a focus group discussion to delve into how Muslim girls understand their educational experiences. The participants were independent, thoughtful, and conscientious students who were evolving as individuals through their curriculum/schooling experiences. School was a forum where they questioned themselves, discovered their interests, and made sense of their multiple identities. The differences between a participant’s home and school life varied, and each girl had a unique manner in dealing with the various ideological and practical conflicts. As Muslim girls, they were confronted with certain challenges in school; however, this did not detract from the overall positive aspects of their public schooling experiences. My participants felt respected and validated as individuals in their schools and optimistic regarding their futures as Muslim Canadian females.
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| 2 |
The Experiences of Muslim Girls with Curriculum/Schooling in Public Secondary Schools in Ontario, CanadaAli, Sana 28 November 2012 (has links)
This study examines the experiences of nine hijabi and non-hijabi Muslim girls from diverse backgrounds with curriculum/schooling in public secondary schools in Ontario. The study uses individual interviews and a focus group discussion to delve into how Muslim girls understand their educational experiences. The participants were independent, thoughtful, and conscientious students who were evolving as individuals through their curriculum/schooling experiences. School was a forum where they questioned themselves, discovered their interests, and made sense of their multiple identities. The differences between a participant’s home and school life varied, and each girl had a unique manner in dealing with the various ideological and practical conflicts. As Muslim girls, they were confronted with certain challenges in school; however, this did not detract from the overall positive aspects of their public schooling experiences. My participants felt respected and validated as individuals in their schools and optimistic regarding their futures as Muslim Canadian females.
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