ABSTRACT
Drawing on critical qualitative school-based research in Jordan, the United States, and France, this chapter analyzes discursive, representational, and everyday forms of Islamophobia and anti-Muslim racism in educational policy and practice, as well as in state integration efforts deployed toward Muslim migrant communities. Utilizing Said’s notion of Orientalism, I draw attention to the recurring ways of seeing and techniques of representation that work to marginalize and dehumanize youth racialized as “Muslim.” By tracing these processes across these three settings, I illustrate how these systems of knowledge operate within educational settings and practices across time and national borders. Highlighting these practices – as well as the creative interventions and counternarratives of these youth – demonstrates how schooling is both implicated in processes of racialization and may also be a staging ground to critically intervene in such processes.
