Khadija Khaja

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One billion, or nearly one in five, people in the world are Muslim and in fifty countries they represent the majority of the population. The global priority since the attack on the World Trade Center towers has been to enforce the security of nations against Islamic terrorism. Rigid immigration/refugee policies, stricter surveillance of international travelers, and wars in Iraq and Afghanistan have led to some calling this the age of turbulence and uncertainty. As a result, 48% of Muslims believe their emotional well-being has deteriorated. Muslims who embraced the west, calling it their home, now feel vulnerable and not wanted. They fear physical attacks, social prejudice, employment discrimination, deportation, immigration roadblocks, stigmatization, and incarceration. This emotional toll has led to feelings of shame, guilt, depression, panic, fear, alienation, and anxiety. Muslim families are worried about what the future holds for their children with post-traumatic stress disorders becoming evident in Muslim homes.

Dr. Khadija’s international study illustrates the impact of 9/11 on Muslims living in Australia, Argentina, Canada and the United States and provides recommendations about social service needs and appropriate cross-cultural interventions that will prove critical to maintaining the well being of Muslim communities.

Professor Khadija’s work determining the needs of Muslims in the current climate demonstrates how IUPUI's faculty members are TRANSLATING their RESEARCH INTO PRACTICE.

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Recent Submissions

Now showing 1 - 4 of 4
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    Faculty perceptions of multicultural teaching in a large urban university
    (2012-06) Bigatti, Silvia M.; Gibau, Gina Sanchez; Boys, Stephanie; Grove, Kathy; Ashburn-Nardo, Leslie; Khaja, Khadija; Springer, Jennifer Thorington
    As college graduates face an increasingly globalized world, it is imperative to consider issues of multicultural instruction in higher education. This study presents qualitative and quantitative findings from a survey of faculty at a large, urban, midwestern university regarding perceptions of multicultural teaching. Faculty were asked how they define multicultural teaching, how they engage in multicultural teaching, what they perceive to be the benefits of multicultural teaching, and what barriers to implementing multicultural teaching they experience. Results indicate faculty members most frequently define multicultural teaching as using diverse teaching pedagogies and materials. In line with their definitions, faculty also report engaging in multicultural teaching through use of inclusive course materials. Faculty identified positive learning outcomes for all students as a primary benefit to engaging in multicultural teaching. The primary barrier reported by faculty is an anticipated resistance from students. Variations in responses based on academic discipline and rank of faculty member are discussed.
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    Immigrant Inmates in the Correctional System
    (2018) Khaja, Khadija; Jaggers, Jeremiah W.
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    Working with Aboriginal Families in Canada
    (2018) Khaja, Khadija
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    Diverse teaching pedagogy: Creating cultural safety in the classroom
    (2009-04-23) Augustine, Marva; Grove, Kathleen; Khaja, Khadija; Modibo, Najja; Gentle-Genitty, Carolyn