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Title: Muslim learners in English schools: a challenge for school leaders
Authors: Shah, Saeeda J. A.
First Published: Aug-2009
Publisher: Taylor & Francis
Citation: Oxford Review of Education, 2009, 35 (4), pp. 523-540.
Abstract: Faith identity is emerging as significant for Muslim students in the post 9/11 scenario, with implications for their education and wider social cohesion. This poses challenges to school leaders, raising issues not only linked to student achievement and performance, but also with regard to students' identity constructions and their educational engagement. The paper draws on data collected from a small number of teachers and Muslim students from two secondary schools in England, looking at how Muslim students experience their identity in the school context and with what implications for their educational engagement. It also discusses the challenges for educational leaders/teachers in managing 'Muslimness' on educational sites. The data indicate that the increasing engagement with faith identity can be a response to experiences of discrimination, marginalisation and negative media. The paper highlights the need for communication and understanding across differences, underpinned by an equally pressing need for the recognition of religious and cultural diversity.
DOI Link: 10.1080/03054980903112557
ISSN: 0305-4985
Type: Article
Rights: This is an electronic version of an article published in Oxford Review of Education, 2009, 35 (4), pp. 523-540. Oxford Review of Education is available online at: Doi: 10.1080/03054980903112557
Appears in Collections:Published Articles, School of Education

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