Abstract
In this multiple case study I use Foucault’s theory of power/knowledge in exploring how Muslim students negotiate their religious and civic identities. Three themes are revealed. The first theme explores how Muslim students use their body and language in performing their religiosity and develop a counter-discourse of self expression and resistance in public schools. In the second theme I explain the liberating function of public education and the difference between dogmatic and non-dogmatic religious education. The third theme explicates how discourses of Orientalism and othering work in public schools, and how they affect the experiences and identities of Muslim students.
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