Muslim students’ experiences and perspectives on current teaching practices in Canadian schools

Abstract

This study investigated seven Muslim elementary school students’ classroom experiences in a large urban area in western Canada. Although existing studies have examined the experiences of Muslim high school, college and university students, no research focused specifically on Muslim elementary school children’s classroom experiences in Alberta prior to this study. The study used an interpretive inquiry approach in which interviews with children about their lived experiences of schooling served as a foundation for critical analysis of school culture. The study results provide important insights into the lives of Muslim immigrant children who are trying to adapt to their host country while maintaining their family and community religious beliefs and practices. According to the findings, there are clear signs of the presence of Islamophobia in Canadian schools.