Integrating Islamic thought as intercultural praxis into secondary schools curriculum in Canada: an Islamic school in Saskatchewan

As the battle continues over what to teach and which writers and ideas should be included in Canada’s English Language Arts secondary school curriculum, this article examines how to infuse the ELA curriculum in Canada with culturally relevant praxis and lexicon for Muslim high school students. The aim is not to confine Muslim education to storytelling, a fictionalisation of religion, or a theme-based integration of sociohistorical narratives. Instead, we ask: How can teaching ELA in Canadian schools contribute to a Muslim voice in education? How can teachers make Islamic thought relevant to Muslim youth’s daily intercultural interactions in diaspora? How can core curriculum subjects be taught beyond the repeated patterns of Islamic narratives and Qur’anic themes? The article explores how to implement Islamic concepts and practices such as Nafs (soul) and Maqasid (intentions) as pedagogical strategies in an Islamic high school in Saskatchewan to address relevant Muslim diasporic conditions. The paper is not based on data collection methods. It is research through teacher experiences teaching a secular curriculum in Muslim-majority schools. In contrast to Islamic education, which is often Qur’anic-based, this article argues that Muslim education refers to applying Islamic thought to the learning experiences of Muslims in secondary education.