Headscarves in the Headlines! What Does This Mean for Educators

Bibliographic Data

ID12764640
AuthorsSapna V Taggar (corresponding author)
Year2006
Volume8
Issue3
Pages3-10
Publication date2006-07-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueMulticultural Perspectives (JOURNAL)
Journal identifiersISSN: 1532-7892 • E-ISSN: 1521-0960
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1207/s15327892mcp0803_2
OpenAlexW2011779165
LanguageEN
Citations received3
References cited17

This article explores teachers' approaches to issues of student diversity in the post September 11 era, specifically in reference to their treatment of Muslim students. It highlights the cases of 3 teachers who have ideologically different approaches to negotiating these issues in an urban high school with a predominantly Muslim student population. Qualitative data from semistructured interviews with participants reveal that their different viewpoints serve to impact their perceptions of their Muslim students, as well as their educational practices. Implications for teaching are discussed

Diversity (politics · Ideology · Medical education · Negotiation · Pedagogy · Perception · Political science · Politics · Population · Qualitative research · Social science · Sociology · Viewpoints · Education and Islamic Studies · Educator Training and Historical Pedagogy · Medicine · Psychology · Religious Education and Schools

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