In a field such as social work, where anti-oppressive practice is preached, it is expected that educators and the academy alike work to challenge xenophobic and Islamophobic discourse. However, this may not be the case. Using a Critical Social Science frameworks, this study explores the experience of Muslim women in social work education through a qualitative methodology. A focus group was conducted with current social work students and recent graduates to explore their experience in social work education. What emerged from the data are the signs of an academy that does not embody the values and ethics it purports to teach. Through a thematic analysis of the data, three main themes emerged: the tensions and challenges between and within social work education and Islamic knowledge and Muslim identity; the marginalization and erasure of Muslim women’s voices in social work education; and the ways that Muslim women students navigate these issues. The findings bring light to the challenges Muslim women face as a result of an academy that continuously tells them that they do not belong. Implications for theorists, educators, administrators and students are explored and recommendations are given regarding the importance of the inclusion of Muslim voices in the discourse, creating safe and inclusive spaces for Muslim students, and working collectively to address the tensions and challenges that Muslim women face in social work education. / Thesis / Master of Social Work (MSW)
| Identifer | oai:union.ndltd.org:mcmaster.ca/oai:macsphere.mcmaster.ca:11375/22750 |
| Date | 06 1900 |
| Creators | Azzam, Nagham |
| Contributors | Greene, Saara, Social Work |
| Source Sets | McMaster University |
| Language | English |
| Detected Language | English |
| Type | Thesis |
Page generated in 0.0017 seconds