Titlebook: Negotiating Diasporic Identity in Arab-Canadian Students; Double Consciousness Wisam Kh. Abdul-Jabbar Book 2019 The Editor(s) (if applicabl

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The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerl

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Implications and Conclusions, social inequalities. It also shows that radicalization lies with the antagonized individual whose radical behaviour can be considerably depleted through critical literacy and the implementation of an inclusive curriculum.

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Book 2019of immigrant literature in provoking critical conversation on changes young people undergo in diaspora, but also explores how the curriculum is informed by the diasporic condition itself as demonstrated by this negotiation of foreignness between the student and selected texts. .

妨礙

Double Consciousness: The Poetics and Politics of Being Canadian,the curriculum. It also touches upon radicalization as a response to extreme conditions experienced by individuals who are looking for answers to seemingly conflicting cultures and argues that connections between school and community, on the one hand, and curriculum and culture, on the other, must be successfully implemented.

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Book 2019have yet to find serious traction in education. Significantly, this book contributes to a growing interest among educational and curriculum scholars in engaging the pedagogical role of literature in the theorization of an inclusive curriculum. Therefore, this study not only recognizes the potential

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The Educational Conceptual Perspective: Ethnic Identity, Literacy, and Reader-Response Pedagogy,l allegiance and discusses the challenges and controversies in implementing culturally responsive teaching that addresses the infusion of culture and ethnic identity. It also offers a review of reader response theory and its pedagogical implications.