Description
ShorttitleThe purpose of this thesis was to illustrate how global education theory and principles can be used to deconstruct and reframe myths and misconceptions of the “other”. The method for applying a collection of global principles, and the resultant case, are intended for eventual use in the classroom, but this thesis will focus on a specific “other”, Muslim women. Four bodies of literature were reviewed: globalization, paradigm shifts, cultural trends within this complex and the creation and valuing of the “other”. The basic premise was that globalization, as it looks today, is leading to a separation of “them” from “us”, creating the “other”, necessitating a shift in paradigms, from mechanistic to holistic, if we are to deal with the cultural diversity emerging in the new world. Global education theory literature was then reviewed because it was proposed as a viable framework from which to debunk and reframe the stereotypical images of the “other”. Amani Hamdan has obtained her PhD at the Faculty of Education at the University of Western Ontario. Her research interests include the education of immigrant Arab Muslim women, critical multicultural education, and curriculum, equity and social justice, and Saudi women’s education. Amani can be reached at amanihamdan2004@yahoo.ca
