‘I don’t necessarily identify myself as a Muslim [RE] teacher?’: considering the limitations of the category ‘Muslim’ in the case of ‘Muslim RE teachers’
Given the current context of Prevent and Fundamental British Values, there has been a surge in academic and political interest surrounding Muslim identities in British educational contexts. Noting this 'religious turn' in educational debate, scholars have begun to question the mobilisation...
| Auteur principal: | |
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| Type de support: | Électronique Article |
| Langue: | Anglais |
| Vérifier la disponibilité: | HBZ Gateway |
| Journals Online & Print: | En cours de chargement...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Publié: |
Routledge
[2021]
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| Dans: |
Journal of beliefs and values
Année: 2021, Volume: 42, Numéro: 1, Pages: 19-32 |
| Sujets / Chaînes de mots-clés standardisés: | B
Great Britain
/ Islamic religious instruction
/ Religion teacher
/ Muslim
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| RelBib Classification: | AH Pédagogie religieuse BJ Islam KBF Îles britanniques |
| Sujets non-standardisés: | B
teacher identity
B Education B Religious Education B British Muslims |
| Accès en ligne: |
Accès probablement gratuit Volltext (Resolving-System) |
| Résumé: | Given the current context of Prevent and Fundamental British Values, there has been a surge in academic and political interest surrounding Muslim identities in British educational contexts. Noting this 'religious turn' in educational debate, scholars have begun to question the mobilisation of 'Muslim' and 'Muslimness', suggesting that there are limits to such identification. This paper considers their critique through an exploration of how ‘Muslim RE teachers’ understood and experienced their personal and professional identities, based on recent qualitative research conducted with 21 ‘Muslim RE teachers’ across England. Findings reveal that notions of being a ‘Muslim RE teacher’ are heavily contested, and instead highlight a fluid and dynamic spectrum of configurations of the participants’ ‘Muslim’ and ‘RE teacher’ identities. The paper argues in support of the above critique, demonstrating that the assumed primacy of their ‘Muslimness’ limits the multiplicity of these participants’ identities, and so does not reflect their empirical understanding and experience. The paper then suggests a move towards a more sophisticated understanding of identity, encapsulated in the notion of the ‘RE teacher who is Muslim’. |
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| ISSN: | 1469-9362 |
| Contient: | Enthalten in: Journal of beliefs and values
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| Persistent identifiers: | DOI: 10.1080/13617672.2019.1686733 |