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While much has been written on the problems that can arise when interviewing respondents from a different social group, less attention has been paid to its potential benefits for the research process. In this paper we argue that, by being conscious of one’s outsider status , an interviewer can use it as a tool through which to elicit detailed and comprehensive accounts from respondents, and ensure rigorous and critic al analysis of the data produced.

This paper considers how and why collective Muslim identity is expressed and mobilized by advocates of Muslim schools in Britain. This relates to broader questions about the conceptualization, construction and meanings of Muslim identities, and the problem of essentialism that can arise when reporting identity claims that emphasize intra-group unity. Analysis of data from interviews with stakeholders in the debate about Muslim schools in Britain revealed advocates commonly regarded separate schooling as a protective measure against threats and/or attacks to Muslim identity. It is argued that interviewees invoked collective Muslim identity in ways that drew attention to common knowledge, values and practice, and/or shared life experiences relating to denigrated or discordant social identities. The commonalities expressed by respondents are interpreted as evidence of a convergence of identities and interests in particular social conditions, and are not claimed to be essential characteristics of collective Muslim identity. KeywordsMuslim Schools, Collective Identity, Muslim, Claims-making, Multiculturalism, Education.Collective Muslim identity is expressed and mobilized in group claims-making. This raises questions about the conceptualization and construction of collective Muslim identity (e.g. Modood 1998; Sayyid 2000), and the social conditions in which identities and interests converge (Hempel 2004). In this paper, these questions are considered in the context of debates about Muslim schools in Britain, using an analysis of qualitative interviews with stakeholders. It is revealed that advocates for Muslim schools commonly perceived Muslim identity to be under threat and/or attack, and considered separate schools as an appropriate means of defence. In expressing these arguments, two constructions of collective Muslim identity were apparent: 1) knowledge, values and practice, and/or 2) life experiences relating to denigrated or discordant social identities. These findings are discussed to reflect upon the formations and meanings of collective Muslim identity in the context of claims for Muslim schools. It will be argued that the expression or mobilization of identifications that emphasize intragroup unity is not evidence of essential group characteristics, but rather the convergence of identities and interests in particular social conditions.