Harvard Educational Review
  1. Summer 2004 Issue »

    “Halal-ing” the Child

    Reframing Identities of Resistance in an Urban Muslim School

    N. Suad Nasir
    In this article, Na’ilah Suad Nasir expands the literature on resistance theory by exploring the institutional response to classic “resistant” or “oppositional” student behavior. Using the case of one boy in an urban Muslim school who displays these resistant behaviors, she shows how the ideational artifacts of family and spirituality are enacted within the school context to support his growth. Nasir draws on data from extensive interviews and observations at the school site to paint a rich and complex picture of the dynamics at play when students appear to resist school. Rather than framing resistance as the property of the child, Nasir looks at how resistance can be cocreated in cultural settings and offers a potentially helpful perspective on how to construct schools in which resistant behavior does not become the norm. (pp. 153–174)

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    Summer 2004 Issue

    Abstracts

    Hiding in the Ivy
    American Indian Students and Visibility in Elite Educational Settings
    Bryan McKinley Jones Brayboy
    “Halal-ing” the Child
    Reframing Identities of Resistance in an Urban Muslim School
    N. Suad Nasir
    Names Will Never Hurt Me?
    Manju Varma-Joshi, Cynthia Baker, and Connie Tanaka

    Book Notes

    Tough Fronts
    By L. Janelle Dance

    Temperament in the Classroom
    By Barbara K. Keogh

    Same, Different, Equal
    By Rosemary C. Salomone

    The Gatekeepers
    By Jacques Steinberg

    Applied Longitudinal Data Analysis
    By Judith D. Singer and John B. Willett