Representations of Muslim Cultures and Societies in Children’s Literature as a Curriculum Resource for Ontario Classrooms: Promises and Prospects By Antum Amin Panjwani A thesis submitted in conformity with the requirements for the degree of Doctor of Philosophy Department of Curriculum, Teaching and Learning Ontario Institute for Studies in Education of the University of Toronto © Copyright by Antum Amin Panjwani (2017) Representations of Muslim Cultures and Societies in Children’s Literature as a Curriculum Resource for Ontario Classrooms: Promises and Prospects Antum Amin Panjwani Doctor of Philosophy Department of Curriculum, Teaching and Learning Ontario Institute for Studies in Education of the University of Toronto 2017 Abstract Situated in the context of multiple challenges and possibilities faced by Muslim students and communities in the Western socio-political and educational contexts, this qualitative research examines curriculum perceptions pertaining to Muslim children’s literature and attempts to answer the major research question: “How can Ontario curriculum be enriched with curriculum resources comprising of Muslim children's literature?” This question touches several chords within curriculum studies, teacher development and schooling in general, therefore, an integrated framework combining insights and concepts from critical pedagogy, anti-racism, post- coloniality, multiculturalism, as well as, anti-orientalism are applied to guide the research’s data collection and analysis. Additionally, my own situatedness within the study as a minority Muslim woman teacher with experiences from East and West plays a critical role in engaging and deconstructing the complex webs of Muslim representations in curricular resources. ii The near absence of Muslim children’s literature in Ontario curriculum and paucity of the Muslim content for elementary students are investigated through a three-pronged approach: (1) Examination of the Trillium List; (2) Engaging with the voices of contemporary writers of Muslim children’s literature; and (3) Critically dissecting the contents of select literary pieces, which have potential of being used as curricular resources. The understanding created through engagement with the above exploration generate opportunities for relevant conversations and awareness for both Muslim and non-Muslim stakeholders. This research is thus a unique study of Muslim children’s literature through application of systematic frameworks to bring social justice and offers a promise of development of cosmopolitan ethics in young Canadians. It assures equipping Ontario teachers with significant knowledge to validate experiences of elementary children through stories. The use of Muslim children's literature as curricular resources has the capacity to promote bridging of cultures, create responsiveness around Muslim students' background, alleviate misconceptions in the students and promote confidence in parents of Muslim children, especially those in the public schools. The findings show limited authors writing Muslim stories, little literacy and reading culture amongst immigrant Muslims, lack of publishers and not enough recognition of Muslim literature and authors in Canada. This study helps teachers and policy makers to develop a deeper appreciation of multicultural ethos of the Canadian education system and recommends stakeholder involvement for a more inclusive holistic, authentic and credible State curriculum with pluralist Muslim representations. iii Acknowledgments Praise be to Almighty who created humankind and gave it the capacity to ‘read’. This work is a culmination of help and blessings of many, many people who have travelled with me on “the road not taken” (Robert Frost, 1916) and enriched my life in every step of the way. These innumerable great companions in this very rewarding intellectual journey have made “all the difference”, indeed. First of all, I wish to acknowledge my supervisor, teacher, critical friend, and philosopher-guide, Dr. Sarfaroz Niyozov without whom this journey wouldn’t have even begun – let alone be completed. Just as I was about to quit my doctoral studies, Sarfaroz in his immense generosity helped me sail through. I have known Sarfaroz, even before my OISE days, as a genuine educator inspiring students to be critical thinkers. His energy and exuberance at OISE classes made me reflect on teaching, its purpose and my role as a teacher. In the present journey he supported me with his knowledge and experience while also giving me space of my own. His critical feedback received in our several meetings in cafeterias, on Skype and personal conversations scared me out of my wits but at the end I could see how rewarding it was. Sarfaroz, thank you very much for being my teacher and mentor. I hope to live up to what you have guided me to do in my role as a teacher and a human being. You have helped me connect my passion for literature to take it to another level in the service and cause of social justice through education. To Dr. Maria José Botelho, one of my first teachers at OISE, I owe my deep gratitude as seeds of the present thesis were sown in her graduate course - “Critical Multicultural Analysis of Children’s Literature”. Her vivacious presence and passion along with her cart of books that iv followed her to the class left an indelible mark on my teacher soul. Maria, your teaching and encouragement will always stay with me as I embark on taking children’s literature as my main research area. I have a lot to learn yet and will look towards your advice, as always. I am very thankful to Dr. Linda Cameron, my committee member, for enhancing this voyage with her presence. It is very humbling to have such a senior person help and guide me. During my meeting and conversations with her I was touched by her approach and attitude to her students. I hope to continue to learn from you, Linda. Thank you for being such an important part of my research work. I am also indebted to Dr. David Booth for his inspirational patience and insights on my final work. There are very few students who get the opportunity of learning from teachers like him. I feel extremely privileged to have gotten the chance to come in contact with him and learn from him. Dr. Booth, with great teachers such as you, the teaching profession becomes worthy for teachers like me. Thank you for being part of my learning journey and being a role model. Dr. Ayaz Naseem’s review and subsequent questions on my research helped me go deeper with my assumptions and my ‘muslimness’. His calm and purposeful energy, his presence and his perspectives gave me confidence to further believe in my work. Dr. Naseem, I am grateful to you for being my external examiner and for showing me ways to critique, question and appreciate. My external committee member Dr. Antoinette Gagne provided ‘another’ perspective on some of the assumptions that I had regarding my subject. She gave me critical feedback on my language and the evaluation of Muslim representations. Thank you Antoinette for taking the time for my improvement and for patiently leading me towards finesse. v I am very grateful to the five authors of Muslim children’s literature, who I interviewed for this project. They are now a permanent part of my life as sisters and partners in learning through their voices. My conversations with them helped me understand my own position and values. Their munificence and commitment towards the cause of Muslim writing is quite awe- inspiring. Thank you all for stirring me towards integrity, ethics and truth in dealing with the subject of Muslim Children’s Literature. Thanks are also due to all the teachers from the Ontario Institute for the Studies in Education of the University of Toronto, and to the teachers of my various schools in India and elsewhere, who have constantly nurtured me and lead me towards wisdom. Were it not for them, I would not be where I am today. I cannot forget the contribution of my friends, relatives and community in recognizing and motivating me. Right from my home town in India – Agra to Surat and from Toronto to Dubai, and everywhere else in between, scores of people have showered their unconditional love and support. It is difficult to name all of them but they are an integral part of this and every achievement of my life. Their seemingly small but largely impactful presence is what drives me to do better in my life…each day, every day. I am blessed with an extremely loving and dynamic family that constantly spoils me by making sure that I am always at the center of their lives. My husband, Amin, is my soul-mate. He leaves no stone unturned to make me feel like a queen, always…His pride in all my endeavors; his blood, sweat and tears for making me happy each and every moment of my life lends the privilege that very few people get through companionship. My son, Ali (Chaku), provides vigor and rigor with his always-different perspective. He makes our life complete by his sheer presence and joi-de-vivre. My role as a mother offers reflective pauses into becoming a vi better human being, which is due to him. Both Amin and Chaku nourish my heart. Thank you both for being sooo special! vii Table of Contents Acknowledgments.......................................................................................................................... iv Table of Contents ......................................................................................................................... viii List of Appendices ......................................................................................................................