Exploring Female Muslim Educational Leadership in a Multicultural Canadian Context
The central research question of this study is as follows: How do female Muslim leaders in Canada narrate their experiences in K-12 settings in the Greater Toronto Area (GTA), Canada? The study specifically concentrates on how these leaders from K-12 Islamic schools context integrate Islamic Leaders...
| Auteur principal: | |
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| Type de support: | Électronique Article |
| Langue: | Anglais |
| Vérifier la disponibilité: | HBZ Gateway |
| Journals Online & Print: | En cours de chargement...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Publié: |
MDPI
2024
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| Dans: |
Religions
Année: 2024, Volume: 15, Numéro: 2 |
| Sujets non-standardisés: | B
Islamic leadership
B female Muslim educational leaders B K-12 context B intersectional identities B Multicultural |
| Accès en ligne: |
Volltext (kostenfrei) Volltext (kostenfrei) |
| Résumé: | The central research question of this study is as follows: How do female Muslim leaders in Canada narrate their experiences in K-12 settings in the Greater Toronto Area (GTA), Canada? The study specifically concentrates on how these leaders from K-12 Islamic schools context integrate Islamic Leadership Theory and practice within Canada’s multicultural milieu. The aim is to amplify positive narratives and empower visible minority leaders to share their experiences, illuminating pathways for navigating their leadership roles. Drawing from interviews with five female Muslim leaders in K-12 Islamic schools in GTA, this research explores six overarching themes. These themes include defining educational leadership from the perspective of female leaders, grappling with female leadership roles in Canadian Islamic schools, experiences in a multicultural educational landscape, navigating intersectional identities, recounting complementary leadership experiences, and articulating the challenges faced in leadership roles. These findings are analyzed within the framework of Islamic Leadership Theory, which emphasizes personalized leadership, treatment of people, adaptive leadership, faith-based identity, and a theocentric worldview. Ultimately, this study sheds light on female Muslim educational leaders’ diverse and profound perspectives, showcasing their roles as initiators, role models, and facilitators of positive change in their communities. Their narratives reveal the significance of faith, compassion, and inclusivity in leadership, serving as valuable insights for enhancing leadership practices in Canadian K-12 Islamic education. |
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| ISSN: | 2077-1444 |
| Contient: | Enthalten in: Religions
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| Persistent identifiers: | DOI: 10.3390/rel15020215 |