Coherent Identifier About this item: 20.500.12592/1vx78w

‘Trajectories of Radicalized Females in Montreal’ /




Our focus on the school, family, and peer group relationships, and social media and the internet revolved around the need to understand the social-ecological circumstances that may have influenced the females towards radicalization in Montreal, especially as the home and school are the most influential locales of human development (Bronfenbrenner 1979). [...] Thus, our questions pertained to the school and home relationships in the microsystem (in questions #1 and #2), the relationships in the mesosystem (in question #2), and the effects the exosystem of social media and the internet (in question #3). [...] The researcher has to be sensitive to the context, cultures, participants, and to the consequences of the research on participants. [...] Yet, despite the difficulty in completing assignments in French and Arabic, this student continued to do well in school (Mother, Focus Group III); highlighting the importance of the learning environment and the need for teachers to be cognizant and wary of promoting discriminatory social norms or biases – a self-reflective practice that is engendered in teacher training and continuous professional [...] For participants, the implicit messages in society and the hidden curriculum in the school served as the source of informal education that impacted the formal and non-formal educational systems overall.


education politics school curriculum psychology violence media communication discrimination culture family human development islam islamophobia philosophy community further education researcher focus group curricula religion and belief attention developmental psychology laura sjoberg qur'an islamophobic ecological systems theory