The Intersecting Roots of Anti-Black Racism and Anti-Muslim Racism in Educational Discourse


Aida Al-Thayabeh, OISE (University of Toronto)

This project critically engages with the complex intersections of anti-Black racism and anti-Muslim racism in Canadian educational settings. Rooted in critical race theory, post-colonial theory, and decolonial perspectives, the analysis emphasizes the centrality of colonialism and white supremacy in understanding and dismantling systemic oppression. The interconnected histories of racism, particularly anti-Black and anti-Muslim forms, are explored, highlighting their deeply intertwined nature and the compounded challenges faced by individuals identifying as both Muslim and Black. The examination of racism in Canada brings attention to the layered discrimination experienced by Black Muslims, underlining the compounding effects of systemic biases such as anti-Black racism, Islamophobia, and misogyny. Furthermore, the project addresses the disproportionate targeting of Black and Muslim communities by police information-gathering practices, emphasizing the urgent need for systemic change. A crucial aspect of this project is the exploration of the roots of anti-Muslim racism, delving into Islams historical centrality and its role as a conduit of innovations across the Old World. The historical context, particularly in Al-Andalus, is examined to uncover the origins of racism, xenophobia, and discrimination (Maldonado-Torres, 2014). This created animosity towards Muslims and Islam translated into the association of Islam and Muslims with Black and dark-skinned people. These historical events embedded notions of inferiority and othering into the psyche of Black and dark-skinned peoples that fostered an “us versus them” mentality, which would later manifest itself into Orientalist ideology (Rana, 2011; Said, 1979). To understand the significance of this influence, one must turn to Edward Said’s (1979) ground-breaking book, Orientalism, which sheds light on how Europe/West constructed narratives that positioned the Orient (East) in opposition to the Occident (West). Said (1979) describes Orientalism “as a relationship of power, of domination, of varying degrees of complex hegemony.” Orientalism is not just a political ideology but a belief system embedded into the social fabric of society, institutions, and structural systems. It is “because of Orientalism the Orient was not (and is not) free subject of thought or action.” The process of “othering” was a central aspect of Orientalism, perpetuating stereotypes, racial tropes, and racial hierarchy. By perpetuating the “other,” colonial powers reinforced the separation of Blackness from Islam, Africa from Islam, and Blackness from Arabness. In the 1900s, the French crafted the concept of Islam Noir, which propagated the notion that Black African Muslims were lesser-than or tainted with animist practices compared to the purportedly pure practices of Arab (light-skinned) Muslims (Ware, 2014; Quist-Adade and Dodoo, 2015). These divisions and hierarchies served to maintain colonial dominance and control over the region’s diverse populations. In addition, Western imperialism played a significant role in reinforcing power dynamics between the West and the East, Muslims and non-Muslims, Black Africans, and dark-skinned peoples. The historical impact of white Euro-Christian dominance over the Orient during the 19th and 20th centuries cannot be understated. Politically, socially, and militarily, the influence of European powers had profound implications on the perception and construction of cultural identities in the region. To address anti-Muslim racism through an anti-Black racism lens, the project proposes that educators critically examine their perspectives and disrupt the pervasive norms of white supremacy within the education system. It advocates for a shift in language and communication strategies as essential steps toward dismantling embedded racist ideologies. The project encourages educators to engage in uncomfortable yet necessary conversations, fostering an environment that challenges the norms of white supremacy and contributes to the dismantling of systemic racism in education.

This paper will be presented at the following session: