“I would rather be informed than misinformed”: critical conversations supporting transnational religious identity across time and space

Abstract

Purpose

The purpose of this paper is to examine how a transnational immigrant youth’s engagement on social media supported her identity formation and allowed space to advance more just framing of Islam across school and online communities.

Design/methodology/approach

This qualitative study draws on data collected across two years, including interviews, classroom observations and social media posts. Using digital religion and counterstorying as a constructive theoretical frame, the authors asked: What was the role of social media in supporting a transnational immigrant youth’s critical media literacy practices within and beyond school. How, if at all, did these practices shift over time?

Findings

Findings highlight how I. Mohamud used social media in support of her identity development as a female, Muslim youth in a political climate antithetical to such liberation and how through an online community she engaged in counter stories to negative framing of Islam.

Originality/value

Our collaborative writing answers Lam and Warriner’s (2012) call for research exploring how individuals from migrant backgrounds interact with “diverse media representations and mobilize different interpretive frames for understanding societal events and personal experiences” (p. 207). Moreover, this study further answers El-Haj and Bonet (2012) call for research investigating “ways that youth inhabit particular identities in specific contexts and interactions and across time” (p. 41).

Citation

Deroo, M.R. and Mohamud, I. (2022), "“I would rather be informed than misinformed”: critical conversations supporting transnational religious identity across time and space", English Teaching: Practice & Critique, Vol. 21 No. 3, pp. 254-266. https://doi.org/10.1108/ETPC-08-2021-0105