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Post 9/11 Challenges: A Study into Conceptions of Controversy and Islam Open Access


Other title
Type of item
Degree grantor
University of Alberta
Author or creator
Kasamali, Zahra N
Supervisor and department
Dr. Kent den Heyer, Department of Secondary Education
Examining committee member and department
Dr. Dwayne Donald, Department of Secondary Education
Dr. Ali Abdi, Department of Education Policy Studies
Department of Secondary Education

Date accepted
Graduation date
Master of Education
Degree level
One of the primary aims of education is assisting students in shaping their world- views through the presentation of multiple perspectives on many topics. Teachers have the responsibility to foster thought-provoking questions, insights and dialogue amongst their students. Within the context of post 9/11 education, it is rather challenging for many teachers to address controversial topics that they believe may be distastefully welcomed and invoke much discomfort amongst some students, parents and administrators. This study explores how two Religious Studies professors conceptualized controversy and the discussion of controversial topics in their religion courses. Further, notions gathered from participants were utilized to facilitate how secondary Social Studies teachers approach controversial topics, especially about religion and Islam specifically, with their students. Using a qualitative post modernist approach, participants were asked to share their perceptions of controversy and reflect on factors that perhaps influenced what they chose to address with their students.
Permission is hereby granted to the University of Alberta Libraries to reproduce single copies of this thesis and to lend or sell such copies for private, scholarly or scientific research purposes only. Where the thesis is converted to, or otherwise made available in digital form, the University of Alberta will advise potential users of the thesis of these terms. The author reserves all other publication and other rights in association with the copyright in the thesis and, except as herein before provided, neither the thesis nor any substantial portion thereof may be printed or otherwise reproduced in any material form whatsoever without the author's prior written permission.
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File author: Zahra Kasamali
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