{"id":{"repo_id":"regina","oai_identifier":"oai:uregina.scholaris.ca:10294/9334"},"canonical_url":"https://search.dev.ndltd.org/etd/regina/oai:uregina.scholaris.ca:10294/9334","repository":{"repo_id":"regina","name":"University of Regina","base_url":"https://uregina.scholaris.ca/server/oai/request"},"display":{"title":"“…And Thanks To The Islamic Staff”: An Action Research Study Exploring Collaboration And Belonging In An Islamic School","abstract":"This action research study investigates the use of collaboration in a faith-based Islamic school between Muslim and non-Muslim teachers and how this collaboration influences teacher sense of belonging. Data was collected during eight months using the following methods: semi-formal interviews, focus group meetings, journaling, and photography. From the data, two significant obstacles to collaboration were found: a lack of time and power imbalances. Along with power imbalances, many inequalities between the Muslim and non-Muslim teachers were identified by participants. Participant excerpts point to a perception of issues around respect and support. This perception is due to specific practices such as separate staff rooms, unequal classroom spaces, and addressing Muslim teachers as a collective, rather than as individual educational professionals. Overall, these practices contribute to a general sense of inferiority for Muslim teachers. This sense of inferiority can negatively influence Islamic teachers’ belonging in the school; however, it was found that through collaboration and action research, all teacher participants felt a stronger sense of connection and belonging.","abstract_html":"This action research study investigates the use of collaboration in a faith-based Islamic school between Muslim and non-Muslim teachers and how this collaboration influences teacher sense of belonging. Data was collected during eight months using the following methods: semi-formal interviews, focus group meetings, journaling, and photography. From the data, two significant obstacles to collaboration were found: a lack of time and power imbalances. Along with power imbalances, many inequalities between the Muslim and non-Muslim teachers were identified by participants. Participant excerpts point to a perception of issues around respect and support. This perception is due to specific practices such as separate staff rooms, unequal classroom spaces, and addressing Muslim teachers as a collective, rather than as individual educational professionals. Overall, these practices contribute to a general sense of inferiority for Muslim teachers. This sense of inferiority can negatively influence Islamic teachers’ belonging in the school; however, it was found that through collaboration and action research, all teacher participants felt a stronger sense of connection and belonging.","abstract_has_math":false,"creators":["Krug, Kari Lynne"],"institution":"Faculty of Graduate Studies and Research, University of Regina","degree_name":"Master of Education (MEd)","degree_level":"Master's","degree_discipline":"Curriculm and Instruction","degree_department":null,"school":null,"contributors":[],"advisors":["Sterzuk, Andrea"],"committee_chairs":[],"committee_members":["Ji, Xia","O'Reilly, Kathleen"],"year":2020,"date_issued":"2020-04","date_published":"2020-04","updated_at":"2026-07-24T04:03:50Z","subjects":[],"languages":["en"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier.doi","label":"DOI","values":["https://doi.org/10.82465/5119"],"render_values":[{"text":"https://doi.org/10.82465/5119","href":"https://doi.org/10.82465/5119","code":true}]}]},"links":{"outbound_url":"https://hdl.handle.net/10294/9334","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Sterzuk, Andrea"]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Ji, Xia","O'Reilly, Kathleen"]},{"key":"dc:creator","label":"Author","values":["Krug, Kari Lynne"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2020-12-13T16:26:02Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2020-12-13T16:26:02Z"]},{"key":"dc:date.issued","label":"Date","values":["2020-04"]},{"key":"dc:publisher","label":"Institution","values":["Faculty of Graduate Studies and Research, University of Regina"]},{"key":"dc:type","label":"Dc Type","values":["master thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Curriculm and Instruction"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Master's"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Education (MEd)"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Faculty of Graduate Studies and Research, University of Regina"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.doi","label":"DOI","values":["https://doi.org/10.82465/5119"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/10294/9334"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["A Thesis Submitted to the Faculty of Graduate Studies and Research In Partial Fulfillment of the Requirements for the Degree of Master of Education in Curriculum & Instruction, University of Regina. vi, 120 p."]},{"key":"dc:description.abstract","label":"Abstract","values":["This action research study investigates the use of collaboration in a faith-based Islamic school between Muslim and non-Muslim teachers and how this collaboration influences teacher sense of belonging. 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