Jasmin Zine

Muslim communities have become increasingly salient in the social, cultural, and political landscape in Canada largely due to the aftermath of 9/11 and the racial politics of the ongoing "war on terror" that have cast Muslims as the new "enemy within." Featuring some of Canada's top Muslim Studies scholars, Islam in the Hinterlands examines how gender, public policy, media, and education shape the Muslim experience in Canada. A timely volume addressing some of the most hotly contested issues in recent cultural history, it is essential reading for academics as well as general readers interested in Islamic studies, multiculturalism, and social justice.

Muslim Cultural Politics in Canada

Islam in the Hinterlands

Katherine Bullock

Safoi Babana-Hampton

Nergis Mazid

Maliha Chishti

The American Journal of Islamic Social Sciences (AJISS), established in 1984, is a quarterly, double blind peer-reviewed and interdisciplinary journal, published by the International Institute of Islamic Thought (IIIT), and distributed worldwide. The journal showcases a wide variety of scholarly research on all facets of Islam and the Muslim world including subjects such as anthropology, history, philosophy and metaphysics, politics, psychology, religious law, and traditional Islam.

American Journal of Islamic Social Sciences 19:4

Christopher Allen

Tahir Abbas

Halil Ibrahim Yenigun

Nancy Gallagher

Nancy L. Stockdale

The American Journal of Islamic Social Sciences (AJISS) is an interdisciplinary journal that publishes a wide variety of scholarly research on all facets of Islam and the Muslim world: anthropology, economics, history, philosophy and metaphysics, politics, psychology, religious law, and traditional Islam. Submissions are subject to a blind peer review process.

American Journal of Islamic Social Sciences 21:3

Based on eighteen months of fieldwork and interviews with forty-nine participants, Canadian Islamic Schools provides significant insight into the role and function that Islamic schools have in Diasporic, Canadian, educational, and gender-related contexts.

Unravelling the Politics of Faith, Gender, Knowledge, and Identity

Canadian Islamic Schools

Lisa K. Taylor

Following a long historical legacy, Muslim women’s lives continue to be represented and circulate widely as a vehicle of intercultural understanding within a context of the "war on terror." Following Edward Said’s thesis that these cultural forms reflect and participate in the power plays of empire, this volume examines the popular and widespread production and reception of Muslim women’s lives and narratives in literature, poetry, cinema, television and popular culture within the politics of a post-9/11 world. This edited collection provides a timely exploration into the pedagogical and ethical possibilities opened up by transnational, feminist, and anti-colonial readings that can work against sensationalized and stereotypical representations of Muslim women. It addresses the gap in contemporary theoretical discourse amongst educators teaching literary and cultural texts by and about Muslim Women, and brings scholars from the fields of education, literary and cultural studies, and Muslim women’s studies to examine the politics and ethics of transnational anti-colonial reading practices and pedagogy. The book features interviews with Muslim women artists and cultural producers who provide engaging reflections on the transformative role of the arts as a form of critical public pedagogy.

Contested Imaginaries in Post-9/11 Cultural Practice

Muslim Women, Transnational Feminism and the Ethics of Pedagogy

Religious schooling in Canada has been a controversial subject since the secularization of the public school system, but there has been little scholarship on Islamic education. In this ethnographic study of four full-time Islamic schools, Jasmin Zine explores the social, pedagogical, and ideological functions of these alternative, and religiously-based educational institutions. Based on eighteen months of fieldwork and interviews with forty-nine participants, Canadian Islamic Schools provides significant insight into the role and function that Islamic schools have in Diasporic, Canadian, educational, and gender-related contexts. Discussing issues of cultural preservation, multiculturalism, secularization, and assimiliation, Zine considers pertinent topics such as the Eurocentricism of Canada's public schools and the social reproduction of Islamic identity. She further examines the politics of piety, veiling, and gender segregation paying particular attention to the ways in which gendered identities are constructed within the practices of Islamic schools and how these narratives shape and inform the negotiation of gender roles among both boys and girls. A fascinating and informative study of religious-based education, Canadian Islamic Schools is essential reading for educators, sociologists, as well as those interested in Immigration and Diaspora Studies.

Jasmin Zine

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