University of Alberta Post 9/11 Challenges: A Study into Conceptions of Controversy and Islam by Zahra Nooruddin Kasamali A thesis submitted to the Faculty of Graduate Studies and Research in partial fulfillment of the requirements for the degree of Master of Education Department of Secondary Education ©Zahra Nooruddin Kasamali Spring 2012 Edmonton, Alberta Permission is hereby granted to the University of Alberta Libraries to reproduce single copies of this thesis and to lend or sell such copies for private, scholarly or scientific research purposes only. Where the thesis is converted to, or otherwise made available in digital form, the University of Alberta will advise potential users of the thesis of these terms. The author reserves all other publication and other rights in association with the copyright in the thesis and, except as herein before provided, neither the thesis nor any substantial portion thereof may be printed or otherwise reproduced in any material form whatsoever without the author's prior written permission. Abstract One of the primary aims of education is assisting students in shaping their world- views through the presentation of multiple perspectives on many topics. Teachers have the responsibility to foster thought-provoking questions, insights and dialogue amongst their students. Within the context of post 9/11 education, it is rather challenging for many teachers to address controversial topics that they believe may be distastefully welcomed and invoke much discomfort amongst some students, parents and administrators. This study explores how two Religious Studies professors conceptualized controversy and the discussion of controversial topics in their religion courses. Further, notions gathered from participants were utilized to facilitate how secondary Social Studies teachers approach controversial topics, especially about religion and Islam specifically, with their students. Using a qualitative post modernist approach, participants were asked to share their perceptions of controversy and reflect on factors that perhaps influenced what they chose to address with their students. Acknowledgements There are many people I would like to thank for assisting me in the completion of my thesis. Dr. Kent den Heyer, my MEd program supervisor. Thank you for all of your support, inspiration, faith in my study, guidance and advice. I greatly appreciate you taking much time to reread numerous drafts and offer thoughtful questions and insight. Dr. Dwayne Donald and Dr. Ali Abdi comprised my MEd oral exam committee. Thank you for taking the time to read my work and offer important insight and thought provoking questions. I am left with much to ponder in light of these comments and questions. My sincerest thanks to my professors and fellow graduate students for inspiring me, providing me with support during the completion of my study, and for the inspiring conversations. I am very thankful for all of the help I received from everyone in the Secondary Education Office. I appreciate what all of you have done to answer all of my queries and concerns. I would like to express my gratitude to my closest friends Taz and Olya. Thank you for believing in me and supporting me through the toughest of moments. Finally, I would like to express my utmost gratitude to my sister Naureen and my parents, Noor and Polly Kasamali for their love, support and prayers. Thank you for believing in me when I did not believe in myself at times. Table of Contents Chapter One - Introduction ................................................................................. 1 Defining Instructional Decisions ............................................................................ 1 Instructional Decisions and the discussion of Divisive Topics in the Secondary Social Studies Classroom ........................................................................................ 2 Why Should Teachers Address Religion and Islam Specifically in their Social Studies Classrooms? ............................................................................................... 4 Defining Key Terms ............................................................................................... 5 Social Stocks of Knowledge: Is the way in which we think often oppressive? ...... 7 Coming to the Question: Implications on the Local Level ..................................... 8 The Question ........................................................................................................... 9 Locating Space for this Study ............................................................................... 10 Situating Myself in the Study ............................................................................... 11 Chapter Two - Reviewing the Literature .......................................................... 14 What is Anti-Racist Education? ............................................................................ 16 How is Islam becoming a Racialized Faith? ......................................................... 15 How can Anti-Racist Education assist Controversial Topics Discussions? ......... 16 The Consequences of Educators’ Pedagogical Practices? .................................... 18 Encountering Resistance From Students............................................................... 19 Fear and the Recognition of Islamophobia through the Application of Anti- Racist Education ................................................................................................... 20 Criticisms of Anti-Racist Education ..................................................................... 21 What is Multicultural Education? ......................................................................... 23 Multicultural Education and the Perpetuation of Colour –Blindness ................... 25 Defining Racialization .......................................................................................... 26 Defining Islamophobia and its History ................................................................. 28 Post 9/11 incidents of Islamophobia in Toronto Schools ..................................... 32 Hijabophobia in Canada ........................................................................................ 33 Victimizing the Victim ......................................................................................... 34 Challenges to Approaching neo-Orientalism and Islamophobic Sentiment in Canadian Schools .................................................................................................. 35 Challenges Encountered When Teaching as an ‘Outsider’ to Islam ..................... 37 Advantages of Teaching as an ‘Outsider’ to a Particular Religious Tradition ..... 39 Can we avoid Judging other Faith Traditions ....................................................... 39 Controversial Topics in the Social Studies Classroom: Avoidance in Response to Sanctions? ......................................................................................................... 40 Religious Instructions in Schools: Is Religious Instruction Legally Possible in Secular Schools? ............................................................................................... 42 The Impact of Bill 44 on Classroom Practice: False deterrent or legitimate threat? ................................................................................................................... 44 Hypocrisy inherent in Bill 44 ................................................................................ 45 Implications for Educators .................................................................................... 46 Chapter Three - Methodology ........................................................................... 48 Focus of the Study ................................................................................................ 48 The Research Question ......................................................................................... 49 Selecting a Research Approach............................................................................. 50 Research Method .................................................................................................. 52 Drawing the Sample .............................................................................................. 54 Interview Protocol ................................................................................................. 55 Data Analysis Procedures ..................................................................................... 56 Ethical Considerations .......................................................................................... 58 Qualitative Reliability ........................................................................................... 59 Qualitative Validity ............................................................................................... 60 The Interview Questions ....................................................................................... 60 Chapter Four - Interviews and Analysis ........................................................... 66 Identifying and Addressing Social Stocks of Knowledge .................................... 67 Popular Media Images and the Creation of ‘Final Ideas’ ..................................... 69 Readings of Controversial Topics ......................................................................... 70 Pedagogical Techniques used to Address Controversial Matters ......................... 72 Empowerment