Anchoring Identity in Faith: Narrative of an Anglo-Asian Muslimah in Britain

This article is based on a narrative of an Anglo-Asian Muslimah, studying in a prominent university in the city of Birmingham, England. The trainee teacher was a suitable candidate for my research for the additional characteristics, which she had. She was born as a Muslimah in England, she was neither totally Asian nor English in reality; she was the daughter of a Pakistani mother and an English father. Using narrative analysis, several key themes, such as family, friendship, and cultural practices, emerged. These themes shed light about her life experiences. Significantly, she reveals the important influence of Islam and faith as the core of her identity, which is apparently used as a mechanism in contemporary society. In conclusion, the narrator presents a positive representation of a Muslimah who is at ease with her dual heritage whilst being rooted in Islam. She presents herself as open-minded and undeterred, thus implying that such counter narratives need to be added to the wider Muslim narratives

Anchoring identity in faith: Narrative of Anglo-Asian Muslimah in Britain

This narrative of an Anglo-Asian Muslimah reveals the important influence of Islam and faith as the core of identity, which is apparently used as a mechanism in contemporary society. In conclusion, the narrator presents a positive representation of a Muslimah who is at ease with her dual heritage whilst being rooted in Islam. She presents herself as open-minded and undeterred, thus implying that such counter narratives need to be added to the wider Muslim narratives. It is based on my TQR paper

Religious Education at Crossroads in the UK: Muslim Responses to Registration, Regulation and Inspection

Madrasah education is the bedrock of Muslim communities the world over. They are established, in essence, for the religious, spiritual, moral and social development of Muslim children. Recently, the Department for Education in the UK issued a call for evidence for requiring certain out-of-school settings to be registered, regulated and inspected. Responses to this proposal have been varied, some welcoming it whilst others expressed serious concerns. This paper explores the trends in the responses made to these proposal by three Muslim organisations. It begins by providing a nuanced understanding of the terms maktab and madrasah and shows that the call is not a new one at all. Thereafter, the worry of many politicians, educators and faith groups are considered. The findings reveal that Muslim organisations support and welcome measures to strengthen the safeguarding and well-being of children. However, a summative analysis of their responses reveals that they have serious concerns about many aspects of the proposal and the context within which it has been conceived

Perceptions of the value of Collective Worship amongst trainee teachers in England

This article draws on a survey conducted with primary school trainee teachers in a university in England. The survey set out to investigate their knowledge, understanding and their view about the role that Collective Worship (CW) plays in schools. A sample of 125 participants contributed to the findings of this inquiry by completing a questionnaire. The results demonstrate that these students think that CW makes a significant contribution to the spiritual, moral, social, cultural (SMSC), and emotional and intellectual development of pupils. The most significant finding is that they think worship should be retained. Their views are important as they provide further insights for the debates currently taking place about the status and nature of worship in schools. The research has implications for further studies and to develop the overall knowledge about CW among trainee teachers. © 2016 Informa UK Limited, trading as Taylor & Francis Group

Strengthening Ethics: A Faith Perspective on Educational Research

This article discusses ethical guidelines from the viewpoint of the teachings of Islam and, although not ostensibly different, finds parallels in the manner in which ethics could be conceptualised in the context of research in education. It seeks an alignment between ethics from the perspective of being a professional engaged in educational research with a personal significance based on one’s belief, which takes a holistic notion of life. The aims of being ethical researchers seem to be shared in many ways: protection, honesty and integrity. However, there is an added dimension of being accountable to God. The article first locates research within the wider context of Higher Education. Thereafter, to facilitate an understanding of ethics, as viewed from the framework of the Qur’ān, it proceeds to consider the ethical requirements of a university in the West Midlands, England, as a case study to examine the congruence, if any, with some of the ethical teachings of Islam. Based on the preliminary research, this article argues that Muslim researchers in education should be cognisant that their responsibilities are wider. Firstly, they are stewards meaning that the care and well-being of others comes first. Stewardship is both a Biblical and Qur’ānic concept meaning to be guardians. Secondly, by conducting their research in ethical ways, it will mean that they will be performing good deeds. These are meritorious actions rewarded by God. It also clarifies to supervisors and ethics review committees the key principles which might inform the thinking of some researchers from the Muslim community and how their motivations would be ethical

Role play in teacher education: is there still a place for it?

This article presents a case study discussing the value and significance of role play and its application in teaching the Special Educational Needs Code of Practice (CoP) as part of a module on Inclusive Practice in the context of Initial Teacher Training (ITT). Following a pedagogic necessity, role play was introduced to support more sustained reflection on the relationship between the CoP and classroom practice and to consider the complexities of inclusive practice in education. The research used multiple methods: questionnaires, observations, participatory action research and evaluations to explore the research aims. The findings suggest that students developed a range of skills, gained a more nuanced understanding of the implications of the CoP and showed a better self-awareness regarding inclusive practice. The many benefits reported here emerged from applying role play in the context of ITT. However, its flexible nature makes it transferable to other disciplines and contexts

A Faith Dimension on the Landscape of Teachers: Muslim Teachers on Recruitment, Retention and Career Advancement

A significant area of teacher education is the increasing focus in many countries on how faith and schooling should best be understood. Yet, understanding faith perspectives in the lives and careers of teachers appears to be an under-researched area. To this end, the experiences of professional Muslim teachers in state primary schools in England were explored using semi-structured in-depth life history interviews. This paper focuses on their views regarding the recruitment, retention and career advancement of Muslim teachers in particular, as part of Black and minority ethnic teachers in Britain. Findings reveal a positive picture and their representation at various levels of the hierarchy in the profession has increased. The study, therefore, draws attention for further research on successful teachers from various faith communities

Religious Education 5-11 A Guide for Teachers

Religious Education has returned in the limelight of education. Religious Education 5-11 deals with present-day debates and issues at the heart of this important subject. It provides a systematic, holistic and unified guidance on teaching RE in primary school. The guide features vignettes, case studies, extracts and viewpoints from experts for deeper engagement. Religious Education 5-11 offers ample guidance and suggestions for the classroom

Spirituality in the life and career of Muslim teachers

Using a life history approach, this paper explores spirituality in the life and work of Muslim teachers employed in state schools of England. Background for discussion includes a rationale for the methodology and its advantages. The findings highlight their conceptualisation of God and purpose of life, and draw attention to their views and understanding about spirituality and the role it plays in their life. It concludes by stating that spirituality continues to be significant to them - albeit in a variety of ways that reflect the diverse paths of spirituality evident among Muslims. © 2010 Taylor & Francis