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Inside Muslim schools : a comparative ethnography of ethos in independent and voluntary-aided contexts
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Breen, Damian (2009) Inside Muslim schools : a comparative ethnography of ethos in independent and voluntary-aided contexts. PhD thesis, University of Warwick.
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Official URL: http://webcat.warwick.ac.uk/record=b2490708~S15
Abstract
The thesis offers a comprehensive comparative ethnographic case study of the
influence of status as independent or voluntary-aided on the ethos of two Muslim
primary schools. The analysis draws comparisons between the two schools in
the case study, whilst also drawing on historical narratives of a further two
Muslim primary schools which have made the transition from independent to
voluntary-aided status. Research findings demonstrate that status as either
independent or voluntary-aided had a significant influence on ethos, as the
voluntary-aided school in the case study shared consistencies with the schools in
the historical narratives following their own transition into the state sector. In the
historical narratives the transition from independent to voluntary-aided status
fundamentally changed infrastructure in both schools. Consistently with this the
ethnographic case studies of the independent and voluntary-aided school show
very different models of ethos. The model at the independent school
demonstrated a distinctly Islamic ethos emphasising Islamicisation of the
curriculum and promoting the concept of Islam as a way of life by an all-Muslim
staff leading children by example. In contrast the model of ethos at the
voluntary-aided school represented a duality of the Islamic and the educational,
consistently with the schools in the historical narratives after acquiring
voluntary-aided status. Against a theoretical backdrop of institutional
isomorphism, the comparative case study demonstrates the ways independent or
voluntary-aided status influenced ethos. Implications are that the voluntaryaided
sector may only facilitate one particular approach to Islamic education
which reinforces the concept of duality between Islamic objectives for the
individual child, and the voluntary-aided requirements of the state.
Item Type: | Thesis (PhD) | ||||
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Subjects: | L Education > LC Special aspects of education | ||||
Library of Congress Subject Headings (LCSH): | Islamic education -- Great Britain -- Case studies, Private schools -- Great Britain | ||||
Official Date: | December 2009 | ||||
Dates: |
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Institution: | University of Warwick | ||||
Theses Department: | Institute of Education | ||||
Thesis Type: | PhD | ||||
Publication Status: | Unpublished | ||||
Supervisor(s)/Advisor: | Nesbitt, Eleanor M. ; Jackson, Robert, 1945- | ||||
Sponsors: | Economic and Social Research Council (Great Britain) (ESRC) ; University of Warwick. Institute of Education | ||||
Extent: | xv, 359 leaves | ||||
Language: | eng |
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