Balancing Islamic education and liberal secular norms in the Canadian context

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dc.contributor.authorAhmed, Maryam
dc.contributor.supervisorGounko, Tatiana
dc.date.accessioned2017-04-27T01:26:43Z
dc.date.available2017-04-27T01:26:43Z
dc.date.copyright2017en_US
dc.date.issued2017-04-26
dc.degree.departmentDepartment of Educational Psychology and Leadership Studiesen_US
dc.degree.levelMaster of Education M.Ed.en_US
dc.description.abstractCanadian Muslim schools, like many other minority organizations, attempt to find a harmony between maintaining the essential principles of Islam and offering students the important abilities required to understand and accommodate any pressures that may emerge between their religious norms and national norms. The aim of this project is to understand the nature of Islamic education in Canada with a focus on how one Islam-based school teaches Islamic values in a secular society. This qualitative research adopts an instrumental case study design to analyze documents in order to understand the nature of Islamic education as found at Al-Zahra Islamic school, as well as some challenges, within the context of Canada’s multicultural society. The study recommends some strategies that will help Canadian Islamic schools find a balance between protecting students' Islamic identity and maintaining their national identity.en_US
dc.description.scholarlevelGraduateen_US
dc.identifier.urihttp://hdl.handle.net/1828/7999
dc.language.isoenen_US
dc.rightsAvailable to the World Wide Weben_US
dc.subjectIslamic Educationen_US
dc.subjectCanada’s Multicultural Systemen_US
dc.subjectKymlicka‘s Liberal Multiculturalism Theoryen_US
dc.subjectIslamic identityen_US
dc.subjectCanadian Islamic schoolsen_US
dc.subjectIslamic valuesen_US
dc.subjectCanadian valuesen_US
dc.titleBalancing Islamic education and liberal secular norms in the Canadian contexten_US
dc.typeprojecten_US

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