
During the fall of 2019, I traveled to Reston, VA, a suburb of Washington D.C., to conduct fieldwork at Al-Fatih Academy, a predominantly women-run Islamic K–8 school. Afeefa Syeed, the principal, welcomed me and introduced the school’s mission. I listened carefully for what made it “religious.” But the integrated curriculum she described diverged from my assumptions. Rather than appending Islamic Studies to the core subjects, it invited students to discover Islam in the interconnection between them. To drive her point home, Afeefa shared the news of a student at another Islamic school who committed suicide after exposure to harmful content on social media and added “At Al-Fatih, we measure student learning by how well they develop emotional cognition to use technology mindfully.”








