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.
| Identifer | oai:union.ndltd.org:TORONTO/oai:tspace.library.utoronto.ca:1807/33630 |
| Date | 28 November 2012 |
| Creators | Ali, Sana |
| Contributors | Niyozov, Sarfaroz |
| Source Sets | University of Toronto |
| Language | en_ca |
| Detected Language | English |
| Type | Thesis |
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