Abstract
Linguistic capital is context-specific as the power of a language in one context changes when in another. This paper focuses on Arabic as a form of linguistic capital in Islamic institutions and how it can lead to alienation for those with little knowledge of the language. Qualitative data was collected over a period of two years with attendees of three Islamic institutions in a southwestern portion of the U.S. Findings reveal that participants who do not have a grasp of Arabic can face “linguistic othering.” The subsequent sense of isolation can then lead to decreased institutional attendance and may have a significant negative impact on the identity of institutional attendees. One participant referred to his local mosque as a “knowledge desert.” The conclusion of this paper offers recommendations on how Arabic can be incorporated into Islamic spaces without it being a source of alienation and prevent the creation or continuance of “knowledge deserts.”
Presenters
Shyla DoganAssistant Professor, Division of Educational Leadership and Innovation, Arizona State University, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Arabic, Education, Islam, Minority, Identity
