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Responses of three Muslim majority primary schools in England to the Islamic faith of their pupils

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Ipgrave, Julia, Miller, Joyce and Hopkins, P.. (2010) Responses of three Muslim majority primary schools in England to the Islamic faith of their pupils. Journal of International Migration and Integration, Vol.11 (No.1). pp. 73-89. ISSN 1488-3473

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Official URL: http://dx.doi.org/10.1007/s12134-009-0119-7

Abstract

This paper considers the responses of three English primary schools to the education of their Muslim pupils. It begins by setting out the context of discussion about Muslims and education in Europe as well as by describing some of the structural and pedagogical characteristics and trends in English education influencing the schools’ options and choices. The main body of the article is a comparative analysis of the three schools, focusing on the approaches of teachers and school leaders to the faith backgrounds of their pupils, their constructions of Islam for these educational contexts, and their preparation of Muslim children for a religiously plural Britain. As the schools devise strategies and select between options, they provide in microcosm differing models of the inclusion of minority Islam in a western society.

Item Type:

Journal Article

Subjects:

L Education > LB Theory and practice of education > LB1501 Primary Education
B Philosophy. Psychology. Religion > BP Islam. Bahaism. Theosophy, etc

Divisions:

Faculty of Social Sciences > Institute of Education ( -2013)

Library of Congress Subject Headings (LCSH):

Education, Primary -- Great Britain, Muslim students -- Great Britain, Religious education -- Great Britain, Citizenship -- Study and teaching -- Great Britain, Religious pluralism -- Great Britain

Journal or Publication Title:

Journal of International Migration and Integration

Publisher:

Springer Netherlands

ISSN:

1488-3473

Official Date:

February 2010

Dates:

Date	Event
February 2010	Published

Volume:

Vol.11

Number:

No.1

Page Range:

pp. 73-89

Identification Number:

10.1007/s12134-009-0119-7

Status:

Peer Reviewed

Access rights to Published version:

Restricted or Subscription Access

References:

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