ABSTRACT
In the last chapter, I discussed why and how to teach from an intercultural perspective, identifying democratically deliberating about difference with students in the classroom, and modeling and teaching students critical media literacy as essential aspects of this sort of education, ultimately providing students with more opportunities to develop richer and more comprehensive understanding of issues related to social difference, particularly necessary in the case of teaching and learning about Muslims and Islam. Grappling with and engaging students in discussions about difference democratically means exploring different alternative points of view with students as active participants, rather than disallowing or precluding the sorts of difficult and stressful conversations that are likely to occur, to enable students to develop their own more critically informed perspectives. Teachers should not represent their view or any one approach as most truthful in this context, but allow alternative viewpoints space for exploration, discussion, and analysis.
