عنوان
پدید آورنده
موضوع
رده
کتابخانه
محل استقرار
شماره کتابشناسی ملی
شماره
TL50808
زبان اثر
زبان متن نوشتاري يا گفتاري و مانند آن
انگلیسی
عنوان و نام پديدآور
عنوان اصلي
"I Am a Quiet Struggler": Conceptualizing the Identities of Muslim American High School Students within the Context of Islamophobia
نام عام مواد
[Thesis]
نام نخستين پديدآور
Salem, Wesam M.
نام ساير پديدآوران
Rousseau Anderson, Celia
وضعیت نشر و پخش و غیره
نام ناشر، پخش کننده و غيره
The University of Memphis
تاریخ نشرو بخش و غیره
2019
يادداشت کلی
متن يادداشت
194 p.
یادداشتهای مربوط به پایان نامه ها
جزئيات پايان نامه و نوع درجه آن
Ed.D.
کسي که مدرک را اعطا کرده
The University of Memphis
امتياز متن
2019
یادداشتهای مربوط به خلاصه یا چکیده
متن يادداشت
The spread of Islamophobia in the U.S. positioned Muslims as different and inferior to American society and racialized their experiences by subjecting them to narratives of prejudices and stereotypes. This postcolonial interview study examined how Muslim American high school students conceptualized and negotiated their racialized identities within the context of Islamophobia and how the negotiation processes informed their learning in school, particularly the construction of their mathematics identity. The study built on postcolonial theorists, mathematics research, and decolonizing approaches to research to interrogate and (un)settle traditional and predetermined interviewing practices. Participants included six high school students (2 males and four females) ages 15-17 years old who attended public high schools in the city of Windson (pseudonym) in the Mid-Southern region of the U.S. Using critical discourse analysis (CDA), this dissertation interrogated the Eurocentric discursive practices and the dominant socio-political discourses that informed Muslim American students' positionalities and their mathematics identities within the social and the educational contexts they navigated. Findings suggest the broader sociopolitical discourses inform and shape Muslim American students' negotiation of their Muslim American identities. Within these negotiation processes, Muslim American youth constructed subcultures to within the spaces they inhabited to foster a sense of belonging and counter discourses of Islamophobia. Furthermore, the dominant Eurocentric educational discourses and practices in public schools that privileges Western knowledge constructed a sense of separation and further othered Muslim American youth. The instruction of Mathematics is constructed within the Western thought as a value and culture-free subject which also aided in marginalizing the Muslim American population as well as other minorities. Dominant discourses such as grading and tracking informed the construction of a fragile mathematics identity and fostered unfavorable views of mathematics.
اصطلاحهای موضوعی کنترل نشده
اصطلاح موضوعی
Education
اصطلاح موضوعی
Educational sociology
اصطلاح موضوعی
Mathematics education
نام شخص به منزله سر شناسه - (مسئولیت معنوی درجه اول )
مستند نام اشخاص تاييد نشده
Salem, Wesam M.
نام شخص - ( مسئولیت معنوی درجه دوم )
مستند نام اشخاص تاييد نشده
Rousseau Anderson, Celia
شناسه افزوده (تنالگان)
مستند نام تنالگان تاييد نشده
The University of Memphis
دسترسی و محل الکترونیکی
نام الکترونيکي
مطالعه متن کتاب وضعیت انتشار
فرمت انتشار
p
اطلاعات رکورد کتابشناسی
نوع ماده
[Thesis]
کد کاربرگه
276903
اطلاعات دسترسی رکورد
سطح دسترسي
a
تكميل شده
Y
