“…And Thanks To The Islamic Staff”: An Action Research Study Exploring Collaboration And Belonging In An Islamic School

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.

Name thesis:degree_name

Master of Education (MEd)

Level thesis:degree_level

Master's

Discipline thesis:degree_discipline

Curriculm and Instruction

Grantor dc:publisher

Faculty of Graduate Studies and Research, University of Regina

Year dc:date.issued

2020

Author dc:creator

• Krug, Kari Lynne

Advisor dc:contributor.advisor

• Sterzuk, Andrea

Committee members dc:contributor.committeemember

• Ji, Xia
• O'Reilly, Kathleen

Language dc:language.iso

en

DOI

https://doi.org/10.82465/5119

OAI identifier oai:identifier

oai:uregina.scholaris.ca:10294/9334