The Challenges and Opportunities of Implementing an Islam-Based Education System in Canada’s Multicultural Society: The Case of the British Columbia Muslim School

Abstract

Abstract
This dissertation explores how the British Columbia Muslim School (BCMS) re-sponds to the tension between preserving and promoting an Islamic worldview and values and the challenge to correspond to the norms and values of the dominant soci-ety in the context of Canada’s multicultural society.
The dissertation further focuses on how the school teaches students the principles of Islam to strengthen their faith and identity while providing a safe environment in which to practice their faith and adopt an Islamic way of life. It also discusses the challenges faced by students and teachers of the BCMS in practicing Islam in public. In addition, the dissertation analyses perspectives on developing multicultural com-petence; how the BCMS deals with the issue of isolation, and the compatibility of an Islamic education with Canada’s multicultural system.
This dissertation argues for the development of a more open and inclusive Islamic education curriculum for the BCMS as an alternative to the present exclusive cur-riculum that, as Ramadan (2004) observes, emphasises the differences between Islam and the mainstream society. If there is a hope of creating better integrated students, the Islamic education curriculum should find a balance between preserving students’ beliefs and Islamic identity, and enhancing their multicultural competence. To this end, the Islamic education program should expand the concept of respect to in-clude non-Muslims’ beliefs and cultures, and define good Islamic practices to include good citizenship in the multicultural context.
In return, this dissertation argues, Canada’s public schools, government agencies, and media outlets should develop policies aimed at challenging Islamophobia and present Islam from a perspective of peace and social justice, and not from the nega-tive images which present Islam as a religion based on extremism (Zine, 2004). Finally, the dissertation offers some recommendations for finding a balance between preserving students’ faith and identity, and enhancing their multicultural competence.