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Jewish and Muslim schools: A contest...

Juma, Aly.

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Jewish and Muslim schools: A contested terrain for identity construction.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Jewish and Muslim schools: A contested terrain for identity construction./
作者:	Juma, Aly.
面頁冊數:	136 p.
附註:	Source: Dissertation Abstracts International, Volume: 71-10, Section: A, page: 3575.
Contained By:	Dissertation Abstracts International71-10A.
標題:	Education, Leadership. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3424157
ISBN:	9781124226224

Jewish and Muslim schools: A contested terrain for identity construction.
Juma, Aly.

Jewish and Muslim schools: A contested terrain for identity construction. - 136 p.

Source: Dissertation Abstracts International, Volume: 71-10, Section: A, page: 3575.

Thesis (Ed.D.)--University of California, Los Angeles, 2010.

In this dissertation, I provide an ethnographic study of two preschools, one Jewish and the other Muslim, aimed at giving voice to members' views and goals about identity construction; the schools reflect the cultural and religious views of their respective communities. By looking at these schools as both secular education sites and sites of religio-cultural transmission, this research is informed by postmodernism and reproduction theory in education. However, through participant observation embedded in ethnography, I maintain a level of orthodoxy respectful to the traditions and traditionalist revival movements of the cultures of both faith communities. I participated in their practices and traditions while being engaged as a participant-researcher in their communities.

ISBN: 9781124226224Subjects--Topical Terms:

1035576
Education, Leadership.

Jewish and Muslim schools: A contested terrain for identity construction.
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500 $a Source: Dissertation Abstracts International, Volume: 71-10, Section: A, page: 3575.
500 $a Adviesr: Carlos Alberto Torres.
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520 $a In this dissertation, I provide an ethnographic study of two preschools, one Jewish and the other Muslim, aimed at giving voice to members' views and goals about identity construction; the schools reflect the cultural and religious views of their respective communities. By looking at these schools as both secular education sites and sites of religio-cultural transmission, this research is informed by postmodernism and reproduction theory in education. However, through participant observation embedded in ethnography, I maintain a level of orthodoxy respectful to the traditions and traditionalist revival movements of the cultures of both faith communities. I participated in their practices and traditions while being engaged as a participant-researcher in their communities.
520 $a The goal of this study is to explore their views of identity construction, and, in particular, to describe the fundamental processes they practice and impart, that aid or hinder their pupils in their acculturation to the larger society. I hypothesize that there are similarities in Jewish and Muslim praxis related to identity construction that affect their preschoolers integration to larger society. In so doing, I do away with the notion of preschools as sites contributing to the oft media-driven, media-based, and biased political mayhem in 'Judeo-Muslim' exchanges. In effect, by emphasizing these communities' common stances to larger mainstream society, this research promotes the minimization of the mental impasse of faith ideology, as it is so pervasively mis-portrayed through the media.
520 $a These findings contribute to an understanding of the two religio-cultural groups particularly to faith orientation and it's implication for the curricular and pedagogical practices used by the schools in constructing the students' identities. The findings explore the ways practices illustrate the schools' policies regarding the integrationist versus assimilationist1 models of acculturation they value.
520 $a 1Paulo Freire (1994) distinguishes integration from assimilation: the former involving a stance in which individuals enter society replete with their original identity, yet as full participant, whereas the latter sacrifices original identity in order to 'fit in' to society.
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