Naved Bakali – författare

The ‘War on Terror’ ushered in a new era of anti-Muslim bias and racism. Anti-Muslim racism, or Islamophobia, is influenced by local economies, power structures and histories. However, the War on Terror, a conflict undefined by time and place, with a homogenised Muslim ‘Other’ framed as a perpetual enemy, has contributed towards a global Islamophobic narrative. This edited international volume examines the connections between interpersonal and institutional anti-Muslim racism that have contributed to the growth and emboldening of nativist and populist protest movements globally. It maps out categories of Islamophobia, revealing how localised histories, conflicts and contemporary geopolitical realities have textured the ways that Islamophobia has manifested across the global North and South. At the same time, it seeks to highlight activism and resistance confronting Islamophobia.

The ‘War on Terror’ ushered in a new era of anti-Muslim bias and racism. Anti-Muslim racism, or Islamophobia, is influenced by local economies, power structures and histories. However, the War on Terror, a conflict undefined by time and place, with a homogenised Muslim ‘Other’ framed as a perpetual enemy, has contributed towards a global Islamophobic narrative. This edited international volume examines the connections between interpersonal and institutional anti-Muslim racism that have contributed to the growth and emboldening of nativist and populist protest movements globally. It maps out categories of Islamophobia, revealing how localised histories, conflicts and contemporary geopolitical realities have textured the ways that Islamophobia has manifested across the global North and South. At the same time, it seeks to highlight activism and resistance confronting Islamophobia.

Schools of Education are emerging academic units in higher educational institutions in Gulf Cooperation Council (GCC) nations. Most of these teacher training programs are in their infancy stages. Modern day educational discourse across teacher training programs globally, including the Middle East and in the GCC, have predominantly focused on student-centered approaches to teaching and learning. This approach to teacher training is infused with critical scholarship and marks a shift away from positivist approaches to educational scholarship. Integrating critical scholarship in GCC teacher training programs brings about a number of challenges, as this approach to education is a departure from traditional cultural and social norms for schooling in the region. This multidisciplinary volume highlights some of the challenges and complexities that inevitably arise from this paradox. Professors, researchers, and specialists working in the GCC have contributed to this volume with the intent of empowering educators with authentic and contextualized research and insights to advance collective understanding of the complexities and challenges of teacher education and training in the GCC. Ultimately, this work will serve as a practical tool and resource that can be employed by schools of education to provide authentic insights, strategies, and research to further develop teacher training in the GCC and globally.