Qissati. Counterstories of Muslim Women School Administrators in Schools

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dc.contributor.advisorAparna Mishra Tarc
dc.contributor.authorNada Aoudeh
dc.date.accessioned2023-08-04T15:22:03Z
dc.date.available2023-08-04T15:22:03Z
dc.date.issued2023-08-04
dc.date.updated2023-08-04T15:22:03Z
dc.degree.disciplineEducation
dc.degree.levelDoctoral
dc.degree.namePhD - Doctor of Philosophy
dc.description.abstractThis composite counter-stories study seeks to understand and illuminate the embodied experiences of Muslim women school leaders in Ontario public schools. Critical analysis of individual and group interviews with seven Muslim women public school administrators (principals and vice principals), autobiographical writing/reflection, and scholarship on racialized women’s school leadership shed light on: a) the systemic erasure of Muslim women leadership through ‘Invisibilizing’ and ‘Hypervisibilizing’ experiences, b) the experiences of Muslim women’s presence and actions as threatening to the cultural and institution reality of public schools and, c) the institutional attempts at containment of these leaders through controlling expectations and tools for reprisal should expectations be transgressed. Theories of Islamophobia and Critical Race/Feminism Theory are shown to arise out of the experiences of women as examined in the data. These theories inform the development of the composite counter-stories depicting the school lives of Muslim woman leaders. The composite characters allow for an embodied expression of the complexities of ‘being’ Muslim and woman in public institutions to resist further re-inscription into dominant narratives of their lives. These stories also disrupt majoritarian narratives about inclusive schools and Muslim women. The composite counter-stories provide a robust portrait of the impact of leading public-school spaces as a Muslim woman. Compiling the data through a composite depiction of individual experience, I provide new counterstories of gendered Islamophobia in school leadership and Islamophobia in schools more widely.
dc.identifier.urihttps://hdl.handle.net/10315/41396
dc.languageen
dc.rightsAuthor owns copyright, except where explicitly noted. Please contact the author directly with licensing requests.
dc.subjectEducational leadership
dc.subjectGender studies
dc.subjectEthnic studies
dc.subject.keywordsSchool leadership
dc.subject.keywordsK-12
dc.subject.keywordsMuslim women
dc.subject.keywordsCritical Race Theory
dc.subject.keywordsIslamophobia
dc.subject.keywordsRace
dc.subject.keywordsLeader experience
dc.subject.keywordsMuslim women school leaders
dc.subject.keywordsComposite counterstories
dc.subject.keywordsCounter-narratives
dc.subject.keywordsOntario public schools
dc.subject.keywordsCritical race feminism
dc.titleQissati. Counterstories of Muslim Women School Administrators in Schools
dc.typeElectronic Thesis or Dissertation

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