Intro -- Contents -- Acknowledgments -- 1 Staying on the 'Straight Path': A Critical Introduction to Islamic Schooling -- 2 Framing the Analyses: An Examination of the Discursive Frameworks -- 3 Research Methodology: A Critical Ethnographic Approach -- 4 The Role and Function of Islamic Schools in the Canadian Muslim Diaspora -- 5 Embodied Practices: Schooling and the Politics of Veiling -- 6 Islamic Schooling and the Construction of Gendered Identities and Gender Relations -- 7 The Islamization of Knowledge and Social and Political Praxis in Islamic Schools -- 8 The Politics of Teaching and Learning in Islamic Schools -- 9 Weaving the Strands of Discourse and Praxis: Mapping Future Directives for Islamic Schools -- Notes -- References -- Index -- A -- B -- C -- D -- E -- F -- G -- H -- I -- J -- K -- L -- M -- N -- O -- P -- Q -- R -- S -- T -- U -- V -- W -- Y -- Z
Summary
Based on eighteen months of fieldwork and interviews with forty-nine participants, Canadian Islamic Schools provides significant insight into the role and function that Islamic schools have in Diasporic, Canadian, educational, and gender-related contexts
