Identity and inter religious understanding in Jewish schools in England

Ipgrave, Julia

doi:10.1080/01416200.2014.984584

Cited by 18 publications

(11 citation statements)

References 2 publications

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“…The dyads are not just conceptual hooks but, in keeping with the inductive character of our analytical model, reflect the processes taking place in the contexts researched. This explains why some studies that previously emerged from this research can be situated in one or more dyads: school ethos and different approaches to Muslim religion of pupils (Ipgrave 2017c;Ipgrave, Miller, and Hopkins 2010), Jewish school ethos and curricular approaches to other faiths (Ipgrave 2016), or school ethos and curriculum (Fancourt 2016).…”

Section: Discussion: a Framework Of Negotiations As Contextualisationmentioning

confidence: 95%

“…We jointly led the case studies section of the Materials project (Jackson et al 2010a, 121-175), and Fancourt commented on questions of dialogue and pedagogy for both the REDCo project and the Materials project (Fancourt 2009(Fancourt , 2016. Ipgrave has been involved in and drawn on all three projects (Ipgrave 2010(Ipgrave , 2011(Ipgrave , 2012a(Ipgrave , 2012bIpgrave, Miller, and Hopkins 2010;Ipgrave 2013Ipgrave , 2016Ipgrave , 2017aIpgrave , 2017bIpgrave , 2017cIpgrave , 2017d; Arweck and Ipgrave 2017).…”

Section: The Wreru Research Traditionmentioning

confidence: 99%

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Schools and their local religious contexts: building a framework of negotiations through qualitative meta-synthesis

Fancourt

Ipgrave

2019

Research Papers in Education

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In this article, we consider the relationships between schools and their local religious contexts and develop a new empiricallyinformed middle-level theory for analysing these relationships as a complex framework of negotiations. This framework is based on a meta-synthesis of qualitative data from forty-five case-studies of schools in Great Britain and Northern Ireland, which were conducted by researchers at University of Warwick between 2009 and 2015 as part of three major projects. The synthesis design was in three stages. First, two main overarching descriptive nodes were identified, each with two sub-nodes: schoolcomprising school ethos and religious education; local contextcomprising local patterns of belief and pupil religiosity. Second, these four subnodes were paired with each other to form six dyads of negotiation: four illustrated 'direct contextualisation', and two illustrated 'indirect contextualisation'. The data were re-analysed through this six-fold framework. Examples of each dyad are set out, illustrating both straightforward and challenging circumstances. The value of this dyadic framework for negotiation is considered, in relation to research, policy and practice, especially in theorising contextualisation. Finally, we underline the value of qualitative meta-synthesis in theory generation.

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Section: Discussion: a Framework Of Negotiations As Contextualisationmentioning

confidence: 95%

Section: The Wreru Research Traditionmentioning

confidence: 99%

Schools and their local religious contexts: building a framework of negotiations through qualitative meta-synthesis

Fancourt

Ipgrave

2019

Research Papers in Education

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“…In Catholic schools, for instance, head teachers are expected to be 'practising Catholics who set a personal example of their faith' (Fincham, 2010: 65). The same is required of the leaders of Jewish (Ipgrave, 2016) and Muslim schools (Salamun and Shah, 2012;Shah, 2012) as they strive to preserve their schools' ethos and identity at a time of increasing pressures for multiculturalism and inclusiveness.…”

Section: Leadership In Faith Schoolsmentioning

confidence: 99%

Leading faith schools in a secular society: Challenges facing head teachers of Muslim schools in the United Kingdom

Hammad

Shah²

2018

Educational Management Administration & Leadership

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Muslim faith schools have been existent in the UK since the 1980s and their number has been rising ever since. These schools are established specifically to provide Muslim children with a learning environment based on Islamic values. However, fulfilling such a mission would not be an easy task in a globalised context characterised by secularism and materialism. The study reported in this paper sought to explore the leadership experiences and challenges as perceived by the head teachers of Muslim schools in the UK. The study employed a qualitative research design using semi-structured interviews with a sample of head teachers from four Muslim schools in London and Nottingham. The findings revealed that although the participating head teachers were proud of their role as leaders of Muslim schools, they faced significant challenges in their practice of leadership within British secular society. While some of these challenges were general in nature such as parental expectations and lack of support from Muslim community, other challenges were more practical and mission related such as negative perceptions among the wider society, issues in developing Muslim identity among students in a secular society, recruitment of qualified Muslim teachers and financial challenges.

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“…Shain et al's (2013: 3) research into 'DIY Judaism' ('alternative forms of Jewish engagement that bypass the established infrastructure of American Jewish life') has continued to reflect the traditional paradigm of survey-based indicators of Jewishness aimed at measuring largely communal forms of attachment, such as attendance at Jewish organisation-sponsored events, instead of intensively exploring manifestations of and motivations behind individualised forms of Jewish expression. Although Ipgrave (2016) explores young people's inter-religious experiences in a Jewish day school, she does not investigate what being Jewish means to them personally. Thus, despite some attempts to move away from 'objective' measures of Jewish identity and to focus on new spaces of Jewish involvement, research has rarely afforded individual identities significant attention.…”

Section: The Reification Of Jewish Identitymentioning

confidence: 99%

Fixity and flux: A critique of competing approaches to researching contemporary Jewish identities

2018

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Jewish identities are becoming increasingly pluralised due to internal dynamics within Judaism and wider social processes such as secularisation, globalisation and individualisation.However, empirical research on contemporary Jewish identities often continues to adopt restrictive methodological and conceptual approaches that reify Jewish identity and portray it as a 'product'for educational providers and others to pass to younger generations. Moreover, these approaches

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Identity and inter religious understanding in Jewish schools in England

Cited by 18 publications

References 2 publications

Schools and their local religious contexts: building a framework of negotiations through qualitative meta-synthesis

Schools and their local religious contexts: building a framework of negotiations through qualitative meta-synthesis

Leading faith schools in a secular society: Challenges facing head teachers of Muslim schools in the United Kingdom

Fixity and flux: A critique of competing approaches to researching contemporary Jewish identities

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