Representations of Muslim Cultures and Societies in Children's Literature as a Curriculum Resource for Ontario Classrooms: Promises and Prospects

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. 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.Ph.D