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ERIC Number: EJ954462
Record Type: Journal
Publication Date: 2011
Pages: 10
Abstractor: As Provided
Reference Count: 36
ISBN: N/A
ISSN: ISSN-0018-1498
Educating Muslim American Youth in a Post-9/11 Era: A Critical Review of Policy and Practice
Bonet, Sally Wesley
High School Journal, v95 n1 p46-55 Fall 2011
Through a review of educational research literature this piece explores how federal politics and policies have trickled down into secondary schools, and what the effects of these policies have been on secondary schools, paying particular attention to the effects on Muslim American youth. The main research questions are: What federal and state policies, specifically those constructed as measures of ensuring national security, have affected secondary schools? What are the effects of this policy on Muslim American youth? What pedagogical practices can be changed to engage these youth in active citizenship--in a post 9/11 context--for meaningful inclusion and participation in their societies? This review will critically examine the USA PATRIOT Act, a federal law designed and implemented after the terrorist attacked of 9/11, with the aim of understanding how the law has contributed to the growing national anti-Muslim sentiment. Findings suggest that this law has contributed to the over-targeting of Arabs and Arab-American families and students, and has had damaging effects on their educational outcomes, psychosocial well-being and sense of nation and belonging. Additionally, findings suggest that laws framed around securitization are constructed around problematic ideologies that lie beneath dominant and main-stream discourses around Islam. (Contains 2 footnotes.)
University of North Carolina Press. 116 South Boundary Street, P.O. Box 2288, Chapel Hill, NC 27515-2288. Tel: 800-848-6224; Tel: 919-966-7449; Fax: 919-962-2704; e-mail: uncpress@unc.edu; Web site: http://uncpress.unc.edu/
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A