Please use this identifier to cite or link to this item: http://hdl.handle.net/2381/1005
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dc.contributor.authorShah, Saeeda J. A.en_GB
dc.date.accessioned2009-12-08T16:26:30Z-
dc.date.available2009-12-08T16:26:30Z-
dc.date.issued2008en_GB
dc.identifier.citationBritish Journal of Sociology of Education, 2008, 29 (5), pp. 523-536.en_GB
dc.identifier.issn0142-5692en_GB
dc.identifier.urihttp://hdl.handle.net/2381/1005-
dc.identifier.urihttp://www.tandfonline.com/doi/abs/10.1080/01425690802263684-
dc.descriptionThis is the author's final draft of the paper published as British Journal of Sociology of Education, 2008, 29 (5), pp. 523-536. The final version is available from http://www.informaworld.com/smpp/content~db=all?content=10.1080/01425690802263684. Doi: 10.1080/01425690802263684-
dc.description.abstractThe student population across world is increasingly reflective of diverse cultures, religions and ethnicities. This rich diversity may become a challenge for educational leaders, teachers, and policy-makers in the absence of an understanding of diverse sources of knowledge people draw on for directing their beliefs and daily practices. This paper explores the multi-ethnic context in Britain with a focus on Muslim students in English secondary schools, and argues for drawing on diverse ethnic knowledge sources to inform and enrich approaches towards managing diversity. It discusses the concept of Adab derived from Muslim ethics and philosophy, and debates possible contributions of such conceptual adaptations towards improving educational engagement and performance.-
dc.language.isoenen_GB
dc.titleLeading Multi-ethnic Schools: adjustments in concepts and practices for engaging with diversityen_GB
dc.typeArticleen_GB
dc.identifier.doi10.1080/01425690802263684-
dc.relation.raeRAE 2007-
Appears in Collections:Published Articles, School of Education

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