This thesis explores the extent to which English curriculum, teachers’ literary
choices, and a high demographic of Muslim students, influence the way English
teachers educate for citizenship, in public and Islamic schools in Ontario. The three
aspects this thesis examines are the following: how English teachers conceptualize
citizenship education using informed, purposeful, and active citizenship learning
expectations; in what ways their practice and literary choices enhance dimensions of
citizenship education; and to what extent the English citizenship educator provides an
inclusive space for Muslim perspectives. While the study shows that English teachers
were successful at infusing purposeful citizenship, the study suggests that a more
explicit link is needed in curriculum and in teacher practice, to inculcate informed and
active citizenship outcomes in English. This study also implies, that teachers’ specific
literary choices coupled with a citizenship education pedagogy, provides a more
inclusive space for Muslim hybrid identities in English.
| Identifer | oai:union.ndltd.org:LACETR/oai:collectionscanada.gc.ca:OTU.1807/30108 |
| Date | 30 November 2011 |
| Creators | Somani, Reshma |
| Contributors | Cameron, Linda |
| Source Sets | Library and Archives Canada ETDs Repository / Centre d'archives des thèses électroniques de Bibliothèque et Archives Canada |
| Language | en_ca |
| Detected Language | English |
| Type | Thesis |
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