Abstract
This article explores my teaching experiences that informed my distinction between religious literacy and critical religious literacy, ultimately leading to the creation of the Challenge Islamophobia Project. I highlight the impacts of post-9/11 criminalization and dehumanization of Muslims, which have significantly shaped public perceptions of Islam and its followers. Central to the discussion are specific activities from the lesson plan titled “What is Islamophobia,” where students engage with various evidence, data, and artifacts to formulate their own definitions of Islamophobia. These lesson plans are tailored for secondary and college students, although adaptations for elementary education remain unaddressed at this time. Through this exploration, I aim to provide insights into fostering a deeper understanding of Islamophobia in educational settings.
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