Critical pedagogy of a post-9/11 Muslim memoir

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

Traditional education of literature would do injustice to both students and the discipline in this age of globalization. This is the era when teachers should use critical pedagogy to teach any genre of literature. Nowadays, a great number of memoirs form the Middle East perpetuate Islamophobia; yet some of them are taught at schools in the West. Perpetrating and perpetuating Islamophobia, as a trait of globalization, can be seen in some Iranian diasporic writings as well. This paper examines Persepolis: The story of a childhood, a diasporic Iranian memoir that is included in the educational curriculum of some Western schools. Utilizing Fiore’s theory of critical pedagogy, we seek to provide ways for critical pedagogy of this memoir, and our discussion shows teachers how to use a text such as this to teach against Islamophobia.

Original languageEnglish
Pages (from-to)216-222
Number of pages7
JournalInternational Journal of Applied Linguistics and English Literature
Volume2
Issue number2
DOIs
Publication statusPublished - 1 Mar 2013

Fingerprint

Curricula
Muslim
Education
Students
globalization
teacher
Middle East
school
genre
childhood
curriculum
islamophobia
Memoir
Islamophobia
September 11 Attacks
Teaching
Critical Pedagogy
Muslims
education
student

Keywords

  • East
  • Globalization
  • Islamophobia
  • Memoir
  • Teaching critically
  • West

ASJC Scopus subject areas

  • Electrical and Electronic Engineering
  • Language and Linguistics
  • Linguistics and Language

Cite this

Critical pedagogy of a post-9/11 Muslim memoir. / Jelodar, Esmaeil Zeiny; Md. Yusof, Noraini; Hashim, Ruzy Suliza; Mohd Mydin, Raihanah.

In: International Journal of Applied Linguistics and English Literature, Vol. 2, No. 2, 01.03.2013, p. 216-222.

Research output: Contribution to journalArticle

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