Ipgrave, Julia. (2010) Including the religious viewpoints and experiences of Muslim students in an environment that is both plural and secular. Journal of International Migration and Integration, Vol.11 (No.1). pp. 5-22. ISSN 1488-3473

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Abstract

This paper sets out the context and some main lines of argument about the education of Muslim children in England, including concern over low attainment, over segregation and violent extremism. Three approaches to inclusion of Muslims in mainstream educational settings are identified. The paper describes and assesses the identity-based approach to inclusion common to many English schools using a distinction between permissive and affirmative stances to analyse practice. It proceeds to argue for an epistemology-based approach that makes room for students’ experiential and theological perspectives on the content of their learning.

Item Type:	Journal Article
Subjects:	L Education > LB Theory and practice of education B Philosophy. Psychology. Religion > BP Islam. Bahaism. Theosophy, etc
Divisions:	Faculty of Social Sciences > Institute of Education
Library of Congress Subject Headings (LCSH):	Education -- Great Britain, Muslim students -- Great Britain, Islamic education -- Great Britain, Multiculturalism -- Religious aspects, Inclusive education -- Great Britain
Journal or Publication Title:	Journal of International Migration and Integration
Publisher:	Springer Netherlands
ISSN:	1488-3473
Date:	February 2010
Volume:	Vol.11
Number:	No.1
Page Range:	pp. 5-22
Identification Number:	10.1007/s12134-009-0128-6
Status:	Peer Reviewed
Access rights to Published version:	Restricted or Subscription Access
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URI:	http://wrap.warwick.ac.uk/id/eprint/2910

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