Abstract
This essay examines some of the master narratives about Islam and the Middle East, about those who are (or are perceived to be) Muslims and Middle Easterners. Using the conceptual strategy of “counterstory,” the authors consider how narratives about these groups that widely circulate in mainstream society and wider popular culture are reinforced in Canadian schooling.
How to Cite:
Stonebanks, C. D. & Sensoy, Ã., (2011) “Schooling Identity: Constructing Knowledge About Islam, Muslims and People of the Middle East in Canadian Schools”, International Journal of Critical Pedagogy 3(3).
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