LEADER 04228nam 2200685 450 001 9910456823503321 005 20200520144314.0 010 $a1-4426-8750-9 024 7 $a10.3138/9781442687509 035 $a(CKB)2550000000019205 035 $a(OCoLC)635459118 035 $a(CaPaEBR)ebrary10381961 035 $a(SSID)ssj0000478081 035 $a(PQKBManifestationID)11306606 035 $a(PQKBTitleCode)TC0000478081 035 $a(PQKBWorkID)10418912 035 $a(PQKB)10697584 035 $a(CaPaEBR)428480 035 $a(CaBNvSL)slc00224420 035 $a(MiAaPQ)EBC3268178 035 $a(MiAaPQ)EBC4672548 035 $a(DE-B1597)465346 035 $a(OCoLC)944176885 035 $a(OCoLC)999354511 035 $a(DE-B1597)9781442687509 035 $a(Au-PeEL)EBL4672548 035 $a(CaPaEBR)ebr11258214 035 $a(OCoLC)958565614 035 $a(EXLCZ)992550000000019205 100 $a20160923h20082008 uy 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt 182 $cc 183 $acr 200 10$aCanadian Islamic schools $eunravelling the politics of faith, gender, knowledge, and identity /$fJasmin Zine 210 1$aToronto, [Ontario] ;$aBuffalo, [New York] ;$aLondon, [England] :$cUniversity of Toronto Press,$d2008. 210 4$dİ2008 215 $a1 online resource (378 p.) 311 $a0-8020-9572-0 311 $a0-8020-9856-8 320 $aIncludes bibliographical references and index. 327 $tFrontmatter -- $tContents -- $tAcknowledgments -- $t1. Staying on the 'Straight Path': A Critical Introduction to Islamic Schooling -- $t2. Framing the Analyses: An Examination of the Discursive Frameworks -- $t3. Research Methodology: A Critical Ethnographic Approach -- $t4. The Role and Function of Islamic Schools in the Canadian Muslim Diaspora -- $t5. Embodied Practices: Schooling and the Politics of Veiling -- $t6. Islamic Schooling and the Construction of Gendered Identities and Gender Relations -- $t7. The Islamization of Knowledge and Social and Political Praxis in Islamic Schools -- $t8. The Politics of Teaching and Learning in Islamic Schools -- $t9. Weaving the Strands of Discourse and Praxis: Mapping Future Directives for Islamic Schools -- $tNotes -- $tReferences -- $tIndex 330 $aReligious 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. 606 $aIslamic education$zCanada 606 $aMuslims$xEducation$zCanada 606 $aMuslim girls$xEducation$zCanada 608 $aElectronic books. 615 0$aIslamic education 615 0$aMuslims$xEducation 615 0$aMuslim girls$xEducation 676 $a371.0770971 700 $aZine$b Jasmin$f1963-$0949733 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910456823503321 996 $aCanadian Islamic schools$92146656 997 $aUNINA