LIVED EXPERIENCES OF MUSLIM HIGH SCHOOL STUDENTS AT J.L. FORSTER SECONDARY SCHOOL, WINDSOR, ONTARIO, CANADA

Abstract

As international migration increases, questions of cross-cultural understanding and pluralism become increasingly important. People live and learn in heterogeneous communities where some, or even many, members have different ethnic, religious, or socio-economic backgrounds. This article explores the involvement of minority groups in the learning process by discussing the lived experiences of Muslims at J.L. Forster Secondary School, a senior high school in Windsor, Ontario, Canada. A religious minority, Muslim students were nonetheless able to follow their religious guidelines and expectations. They were able to keep hijab, to keep halal, and to worship within the secular school context with little difficulty and without any conflict in values. Although they did not receive a religious education at school, they continued their religious studies in their families and in the mosque