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ERIC Number: EJ1156450
Record Type: Journal
Publication Date: 2017
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0305-4985
EISSN: N/A
Beyond Myths of Muslim Education: A Case Study of Two Iranian "Supplementary" Schools in London
Gholami, Reza
Oxford Review of Education, v43 n5 p566-579 2017
This article has two aims. First, it is concerned with a discourse in British media and politics of "Muslim education", a concept that often appears alongside words such as "extremism" and "radicalisation" and contributes to the undue "religification" of people of Muslim backgrounds. I offer a preliminary analysis of this discourse arguing that the description of an educational setting as "Muslim" opens up a social and political space in which certain types of action can occur, including fundamentally undermining the educational integrity of the setting in question. Second, the article considers original ethnographic data from two Iranian "supplementary" schools in London as a way to push beyond a mere critique of Islamophobia towards a new theoretical framework. Drawing in particular on the concept of diaspora, the framework accounts for the highly creative, and potentially innovative, modalities of citizenship and education practice that exist in diasporic communities from Muslim backgrounds. With reference to Thomas' work on the strength of case studies to develop "exemplary knowledge" (rather than abstract theory), I sketch out some ideas for a theory of "diasporic education".
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (London); Iran
Grant or Contract Numbers: N/A