مغربی نظام تعلیم میں اسلاموفوبیا کی بنیادیں: تجزیہ و تحقیق

The Foundations of Islamophobia in the Western Education System: An Analysis and Study

Abstract

The Western education system plays a fundamental role in shaping the intellectual heritage, value frameworks, and social identities of societies. However, when ideological biases, cultural assumptions, and one-sided historiography infiltrate these institutions, they cease to be mere centers of knowledge and transform into instruments of intellectual control, identity oppression, and cultural alienation. The presence of Islamophobia within Western academic institutions manifests as a subtle yet highly organized intellectual resistance, deeply embedded in curricula, teaching methods, language, and institutional policies. This form of Islamophobia has become so pervasive that denying its existence would be tantamount to a failure in intellectual integrity.

In subjects like World History or Religious Studies taught in American universities, Islam is often confined to the context of "the Middle Ages," "empire," "caliphate," or "jihad," while aspects such as intellectual tradition, philosophy, fine arts, scientific heritage, and humanitarian contributions are virtually absent. Consequently, students tend to view Islam as a conservative, militant, and inflexible system. Furthermore, the attitudes of academic staff, institutional policies, and the treatment of Muslim students, particularly female students with hijabs, contribute to a broader environment of exclusion and bias. This study critically analyzes the ways in which academic practices and institutional structures perpetuate Islamophobic stereotypes and their impact on Muslim students' self-perception, social alienation, and academic progression. It also examines how Islamic rituals, religious celebrations, and institutional policies intersect to create a double-bind for Muslim students, particularly women, in higher education.