Black Muslim brilliance: Confronting antiblackness and Islamophobia through transnational educational migration

References

• Abdul Khabeer, S. (2017). Africa as tradition in U.S. African American Muslim identity. Journal of Africana Religions, 5(1), 26–49. https://doi.org/10.5325/jafrireli.5.1.0026
   Web of Science ®Google Scholar
• Abu El-Haj, T. R. (2015). Unsettled belonging: Educating Palestinian American youth after 9/11. University of Chicago Press.
   Google Scholar
• Abu El-Haj, T. R., Ríos-Rojas, A., & Jaffe-Walter, R. (2017). Whose race problem? Tracking patterns of racial denial in US and European educational discourses on Muslim youth. Curriculum Inquiry, 47(3), 310–335. https://doi.org/10.1080/03626784.2017.1324736
   Web of Science ®Google Scholar
• Akom, A. A. (2003). Reexamining resistance as oppositional behavior: The Nation of Islam and the creation of a Black achievement ideology. Sociology of Education, 76(4), 305–325. https://doi.org/10.2307/1519868
   Web of Science ®Google Scholar
• Ali, A. I. (2014). A threat enfleshed: Muslim college students situate their identities amidst portrayals of Muslim violence and terror. International Journal of Qualitative Studies in Education, 27(10), 1243–1261. https://doi.org/10.1080/09518398.2013.820860
   Google Scholar
• Alves, J. (2014). Narratives of violence: The white imagination, and the making of Black masculinity in “City of God.” Revista CS, (13), 313–337. https://doi.org/10.18046/recs.i13.1829
   Google Scholar
• Barrett, B. (2010). Religion and habitus: Exploring the relationship between religious involvement and educational outcomes and orientations among urban African American students. Urban Education, 45(4), 448–479. https://doi.org/10.1177/0042085910372349
   Web of Science ®Google Scholar
• Bigelow, M. (2008). Somali adolescents’ negotiation of religious and racial bias in and out of school. Theory into Practice, 47(1), 27–34. https://doi.org/10.1080/00405840701764706
   Web of Science ®Google Scholar
• Boyden, J. (2013). “We’re not going to suffer like this in the mud”: Educational aspirations, social mobility and independent child migration among populations living in poverty. Compare: A Journal of Comparative and International Education, 43(5), 580–600. https://doi.org/10.1080/03057925.2013.821317
   Web of Science ®Google Scholar
• Chaney, C. (2014). Bridging the gap: Promoting intergenerational family literacy among low-income, African American families. The Journal of Negro Education, 83(1), 29–48.
   Google Scholar
• Coles, J. A., & Powell, T. (2019). A BlackCrit analysis on Black urban youth and suspension disproportionality as anti-Black symbolic violence. Race, Ethnicity and Education, 23(1), 1–21.
   Web of Science ®Google Scholar
• Cone, J. (1969). Black theology and Black power. Seabury Press.
   Google Scholar
• Constantine, M. G., Miville, M. L., Warren, A. K., Gainor, K. A., & Lewis-Coles, M. E. L. (2006). Religion, spirituality, and career development in African American college students: A qualitative inquiry. The Career Development Quarterly, 54(3), 227–241. https://doi.org/10.1002/j.2161-0045.2006.tb00154.x
   Web of Science ®Google Scholar
• Diouf, S. A. (1998). Servants of Allah: African Muslims enslaved in the Americas. New York University Press.
   Google Scholar
• Dumas, M. (2016). Against the dark: Antiblackness in education policy and discourse. Theory into Practice, 55(1), 11–19. https://doi.org/10.1080/00405841.2016.1116852
   Web of Science ®Google Scholar
• Engel, L. C., Fundalinski, J., Gatalica, K., Gibson, H., & Ireland, K. (2017). Global citizenship education for every student: The Washington, DC Public Schools’ study abroad program. Childhood Education, 93(6), 516–524. https://doi.org/10.1080/00094056.2017.1398568
   Google Scholar
• Feagin, J. (2013). The white racial frame: Centuries of racial framing and counter-framing. Routledge.
   Google Scholar
• Forman, M. (2005). “Straight outta Mogadishu”: Prescribed identities and performative practices among Somali youth in North American high schools. In S. Maira & E. Soep (Eds.), Youthscapes: The popular, the national, the global (pp. 3–22). University of Pennsylvania Press.
   Google Scholar
• Gadsden, V. (2004). Intergenerational discourses: Life texts of African-American mothers and daughters. In J. Flood, S. B. Heath, & D. Lapp (Eds.), Handbook of research on teaching literacy through the communicative and visual arts (pp. 376–385). Routledge.
   Google Scholar
• Ghaffar-Kucher, A. (2012). The religification of Pakistani-American youth. American Educational Research Journal, 49(1), 30–52. https://doi.org/10.3102/0002831211414858
   Web of Science ®Google Scholar
• Gholson, M., Bullock, E., & Alexander, N. (2012). On the brilliance of Black children: A response to a clarion call. Journal of Urban Mathematics Education, 5(1), 1–7.
   Google Scholar
• Gomez, M. A. (1994). Muslims in early America. The Journal of Southern History, 60(4), 671–710. https://doi.org/10.2307/2211064
   Web of Science ®Google Scholar
• Jackson, S. A. (2009). Islam and the problem of Black suffering. Oxford University Press.
   Google Scholar
• Kane, O. (2016). Beyond Timbuktu: An intellectual history of Muslim West Africa. Harvard University Press.
   Google Scholar
• Khalifa, M., & Gooden, M. A. (2010). Between resistance and assimilation: A critical examination of American Muslim educational behaviors in public school. Journal of Negro Education, 79(3), 308–323.
   Google Scholar
• Launay, R. (Ed.). (2016). Islamic education in Africa: Writing boards and blackboards. Indiana University Press.
   Google Scholar
• Leonard, J., & Martin, D. (Eds.). (2013). The brilliance of Black children in mathematics: Beyond the numbers and toward new discourse. Information Age Publishing.
   Google Scholar
• Maira, S. (2009). Missing: Youth, citizenship, and empire after 9/11. Duke University Press.
   Google Scholar
• Martin, D. B. (2011). Proofs and refutations: The making of Black children in mathematics education [Paper presentation]. Benjamin Banneker Association Conference, Atlanta, GA, November 11–12.
   Google Scholar
• Martin, D. B. (2019). Equity, inclusion, and antiblackness in mathematics education. Race Ethnicity and Education, 22(4), 459–478. https://doi.org/10.1080/13613324.2019.1592833
   Web of Science ®Google Scholar
• Marty, P. (1917). Etudes sur l’Islam au Senegal. Leroux.
   Google Scholar
• McGuire, K., Casanova, S., & Davis, C. H. F., III. (2016). “I’m a Black female who happens to be Muslim”: Multiple marginalities of an immigrant Black Muslim woman on a predominantly white campus. The Journal of Negro Education, 85(3), 316–329.
   Google Scholar
• Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). SAGE Publications.
   Google Scholar
• Morris, M. (2016). Pushout: The criminalization of Black girls in schools. New Press.
   Google Scholar
• Muhammad, G. E. (2015). Iqra: African American Muslim girls reading and writing for social change. Written Communication, 32(3), 286–316. https://doi.org/10.1177/0741088315590136
   Web of Science ®Google Scholar
• Muhammad, Z. (2006). Faith and courage to educate our own: Reflections on Islamic schools in the African American community. In J. E. King (Ed.), Black education: A transformative research and action agenda for the new century (pp. 261–279). Routledge.
   Google Scholar
• Nasir, N. S. (2004). “Halal-ing” the child: Reframing identities of resistance in an urban Muslim school. Harvard Educational Review, 74(2), 153–174.
   Web of Science ®Google Scholar
• Noguera, P. (2008). The trouble with Black boys: …And other reflections on race, equity, and the future of public education. Jossey-Bass.
   Google Scholar
• Park, J. J., Dizon, J. P. M., & Malcolm, M. (2020). Spiritual capital in communities of color: Religion and spirituality as sources of community cultural wealth. The Urban Review, 52(1), 127–150. https://doi.org/10.1007/s11256-019-00515-4
   Google Scholar
• Park, J. S.-Y., & Bae, S. (2009). Language ideologies in educational migration: Korean jogi yuhak families in Singapore. Linguistics and Education, 20(4), 366–377. https://doi.org/10.1016/j.linged.2009.09.001
   Google Scholar
• Peele-Eady, T. B. (2011). Constructing membership identity through language and social interaction: The case of African American children at Faith Missionary Baptist Church. Anthropology & Education Quarterly, 42(1), 54–75.
   Web of Science ®Google Scholar
• Pew Research Center. (2017). U.S. Muslims concerned about their place in society, but continue to believe in the American dream.
   Google Scholar
• Seesemann, R. (2011). The divine flood: Ibrahim Niasse and the roots of a twentieth-century Sufi revival. Oxford University Press.
   Google Scholar
• Seifert, T. (2007). Understanding Christian privilege: Managing the tensions of spiritual plurality. About Campus, 12(2), 10–17. https://doi.org/10.1002/abc.206
   Google Scholar
• Shange, S. (2019). Progressive dystopia: Abolition, antiblackness, and schooling in San Francisco. Duke University Press.
   Google Scholar
• Span, C. M., & Benson, R. D., II. (2010). Sabbath schools. In K. Lomotey (Ed.), Encyclopedia of African American education (pp. 557–558). SAGE Publications.
   Google Scholar
• The Gallup Center for Muslim Studies. (2009). Muslim Americans: A national portrait.
   Google Scholar
• Ware, R. (2014). The walking Qurʼan: Islamic education, embodied knowledge, and history in West Africa. University of North Carolina Press.
   Google Scholar
• Wood, J. L., & Hilton, A. A. (2012). Spirituality and academic success: Perceptions of African American males in the community college. Religion & Education, 39(1), 28–47.
   Google Scholar
• Wright, Z. V. (2015). Living knowledge in West African Islam: The Sufi community of Ibrahim Niasse. Brill.
   Google Scholar