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dc.contributor.authorBourne, Michael W.
dc.date.accessioned2021-09-07T21:53:54Z
dc.date.available2021-09-07T21:53:54Z
dc.date.issued7/1/2010
dc.identifier.urihttp://hdl.handle.net/20.500.12648/5632
dc.description.abstractThis study investigates what impact has the American educational system had in conveying the religious ideals of Islam within high school classrooms and has classroom discussions dealing with the societal profiles of Muslims been proactive or passive in dealing with this controversial issue? The method in which traditional American scholarly mindsets have approached the Islamic religion in education is explored and compared to relatively recent conceptions of Muslims within American schools in order to shed light on an interesting modern topic with immense historical background. Finally, a professional development presentation, designed to show societal impact of nationalistic bias of textbook information on generational attitudes. The responsibilities to teachers to go beyond the textbook on debatable subject content in order to give students the tools they need to make educational approaches to topics is stressed.
dc.subjectThesis 1975
dc.subjectBrockport Thesis Collection
dc.subjectEducation
dc.subjectJihad
dc.subjectTextbook Accuracy
dc.titleJihad and American Education: An Examination of Textbook Inclusion
dc.typethesis
refterms.dateFOA2021-09-07T21:53:54Z
dc.description.institutionSUNY Brockport
dc.description.departmentEducation and Human Development
dc.description.degreelevelMaster of Science in Education (MSEd)
dc.source.statuspublished
dc.description.publicationtitleEducation and Human Development Master's Theses
dc.contributor.organizationThe College at Brockport
dc.languate.isoen_US


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