Date of Award
2007
Degree Type
Thesis
Degree Name
Master of Education
Program
Education
Supervisor
Dr. Goli Rezai-Rashti
Abstract
This study uses grounded theory methodology to analyse the narratives of four female Ontario Islamic school teachers who could work where financial benefits are better and dress codes are less restrictive. This study also examines the teachers’ experiences with and perceptions of gender equity within their Islamic school. While the participants’ narratives indicate, as feminist debates have done, that Muslim women’s perspectives are not monolithic, the teachers agree on three issues. Firstly, they face a power struggle with members of the community due to the school’s limited resources. Secondly, the women agree on the behaviours that are inappropriate when interacting with the opposite sex. Finally, the participants believe that the school’s power dynamics have resulted in gender inequity for female Islamic school teachers seeking administrative roles. An examination of Ontario's Islamic schools will determine whether this study’s findings are common among the province's female Islamic school teachers.
Recommended Citation
Gameil, Rania, "FEMALE ISLAMIC SCHOOL TEACHERS IN ONTARIO: PERCEPTIONS OF EXPERIENCES AND PRACTICES" (2007). Digitized Theses. 5107.
https://ir.lib.uwo.ca/digitizedtheses/5107