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9780415705042

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"""Liz Jackson provides two invaluable services in this book. The first is to identify, and begin to correct, the distorted and incomplete ways in which Muslims are represented in American popular culture and in American school materials (textbooks, state standards, and curricula). Her account is richly informative and provides a framework for rereading those materials through a more critical lens. Second, she discusses the importance of these problems in the context of a wider understanding of multicultural education, and in this context her argument frames a broader set of questions about the purposes and methods of education in a democratic society. Her analysis is critical, challenging, but also constructive in providing a more productive way forward in dealing with Islam – as well as other ""controversial"" cultural subjects – in schools."" Nicholas C. Burbules, University of Illinois, Urbana-Champaign ""Liz Jackson provides two invaluable services in this book. The first is to identify, and begin to correct, the distorted and incomplete ways in which Muslims are represented in American popular culture and in American school materials (textbooks, state standards, and curricula). Her account is richly informative and provides a framework for rereading those materials through a more critical lens. Second, she discusses the importance of these problems in the context of a wider understanding of multicultural education, and in this context her argument frames a broader set of questions about the purposes and methods of education in a democratic society. Her analysis is critical, challenging, but also constructive in providing a more productive way forward in dealing with Islam – as well as other ""controversial"" cultural subjects – in schools."" Nicholas C. Burbules, University of Illinois, Urbana-Champaign ""Since the tragic events of September 11, public education has once again become a major site of debates about whether public schools in the United States should privilege Christian traditions or promote a robust secularism. American Muslim communities have found themselves at the pointy end of these debates, subjected to some very uncomfortable questions about their right to belong. At the same time, serious questions have arisen about the responsibility of public schools to the principles of diversity and social inclusion. This book unhesitatingly accepts the challenge of tackling these questions, and presents a philosophical analysis that is as perceptive as it is accessible."" -- Fazal Rizvi, Professor in Global Studies of Education, University of Melbourne Australia"

Liz Jackson provides two invaluable services in this book. The first is to identify, and begin to correct, the distorted and incomplete ways in which Muslims are represented in American popular culture and in American school materials (textbooks, state standards, and curricula). Her account is richly informative and provides a framework for rereading those materials through a more critical lens. Second, she discusses the importance of these problems in the context of a wider understanding of multicultural education, and in this context her argument frames a broader set of questions about the purposes and methods of education in a democratic society. Her analysis is critical, challenging, but also constructive in providing a more productive way forward in dealing with Islam - as well as other controversial cultural subjects - in schools. Nicholas C. Burbules, University of Illinois, Urbana-Champaign Liz Jackson provides two invaluable services in this book. The first is to identify, and begin to correct, the distorted and incomplete ways in which Muslims are represented in American popular culture and in American school materials (textbooks, state standards, and curricula). Her account is richly informative and provides a framework for rereading those materials through a more critical lens. Second, she discusses the importance of these problems in the context of a wider understanding of multicultural education, and in this context her argument frames a broader set of questions about the purposes and methods of education in a democratic society. Her analysis is critical, challenging, but also constructive in providing a more productive way forward in dealing with Islam - as well as other controversial cultural subjects - in schools. - Nicholas C. Burbules, University of Illinois, Urbana-Champaign Since the tragic events of September 11, public education has once again become a major site of debates about whether public schools in the United States should privilege Christian traditions or promote a robust secularism. American Muslim communities have found themselves at the pointy end of these debates, subjected to some very uncomfortable questions about their right to belong. At the same time, serious questions have arisen about the responsibility of public schools to the principles of diversity and social inclusion. This book unhesitatingly accepts the challenge of tackling these questions, and presents a philosophical analysis that is as perceptive as it is accessible. - Fazal Rizvi, Professor in Global Studies of Education, University of Melbourne Australia This book deals with a real problem [...] it provides detailed analyses of the ways in which Islam and Muslims are represented in the U.S. school curriculum and mass media in the U.S. [...] In more detail, the book is a seven-chapter argument in favor of interculturalism over assimilationism, pluralism, or critical multiculturalism, illustrated using the case of Islam and Muslims in U.S. education. - Abdullah Almutairi, Philosophy of Education Society of Great Britain

""Liz Jackson provides two invaluable services in this book. The first is to identify, and begin to correct, the distorted and incomplete ways in which Muslims are represented in American popular culture and in American school materials (textbooks, state standards, and curricula). Her account is richly informative and provides a framework for rereading those materials through a more critical lens. Second, she discusses the importance of these problems in the context of a wider understanding of multicultural education, and in this context her argument frames a broader set of questions about the purposes and methods of education in a democratic society. Her analysis is critical, challenging, but also constructive in providing a more productive way forward in dealing with Islam – as well as other ""controversial"" cultural subjects – in schools."" Nicholas C. Burbules, University of Illinois, Urbana-Champaign ""Liz Jackson provides two invaluable services in this book. The first is to identify, and begin to correct, the distorted and incomplete ways in which Muslims are represented in American popular culture and in American school materials (textbooks, state standards, and curricula). Her account is richly informative and provides a framework for rereading those materials through a more critical lens. Second, she discusses the importance of these problems in the context of a wider understanding of multicultural education, and in this context her argument frames a broader set of questions about the purposes and methods of education in a democratic society. Her analysis is critical, challenging, but also constructive in providing a more productive way forward in dealing with Islam – as well as other ""controversial"" cultural subjects – in schools."" Nicholas C. Burbules, University of Illinois, Urbana-Champaign ""Since the tragic events of September 11, public education has once again become a major site of debates about whether public schools in the United States should privilege Christian traditions or promote a robust secularism. American Muslim communities have found themselves at the pointy end of these debates, subjected to some very uncomfortable questions about their right to belong. At the same time, serious questions have arisen about the responsibility of public schools to the principles of diversity and social inclusion. This book unhesitatingly accepts the challenge of tackling these questions, and presents a philosophical analysis that is as perceptive as it is accessible."" -- Fazal Rizvi, Professor in Global Studies of Education, University of Melbourne Australia

Liz Jackson provides two invaluable services in this book. The first is to identify, and begin to correct, the distorted and incomplete ways in which Muslims are represented in American popular culture and in American school materials (textbooks, state standards, and curricula). Her account is richly informative and provides a framework for rereading those materials through a more critical lens. Second, she discusses the importance of these problems in the context of a wider understanding of multicultural education, and in this context her argument frames a broader set of questions about the purposes and methods of education in a democratic society. Her analysis is critical, challenging, but also constructive in providing a more productive way forward in dealing with Islam - as well as other controversial cultural subjects - in schools. Nicholas C. Burbules, University of Illinois, Urbana-Champaign Since the tragic events of September 11, public education has once again become a major site of debates about whether public schools in the United States should privilege Christian traditions or promote a robust secularism. American Muslim communities have found themselves at the pointy end of these debates, subjected to some very uncomfortable questions about their right to belong. At the same time, serious questions have arisen about the responsibility of public schools to the principles of diversity and social inclusion. This book unhesitatingly accepts the challenge of tackling these questions, and presents a philosophical analysis that is as perceptive as it is accessible. -- Fazal Rizvi, Professor in Global Studies of Education, University of Melbourne Australia

Author Information

Liz Jackson is Assistant Professor of Curriculum and Policy Studies at the University of Hong Kong Faculty of Education.

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