Including the Religious Viewpoints and Experiences of Muslim Students in an Environment that is Both Plural and Secular

Ipgrave, Julia

doi:10.1007/s12134-009-0128-6

Cited by 17 publications

(13 citation statements)

References 5 publications

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“…Small-scale studies of secondary school teachers' attitudes corroborate the existence of discrimination, suggesting teachers may be prejudiced against Muslims, or report feeling challenged when teaching Muslims (Miller and McKenna, 2011;Niyozov, 2010). In addition to teacher prejudice, scholars have suggested the curriculum and very structure of schools in the United States, Canada and the United Kingdom present considerable challenges for Muslim students (Hassan 2010;Ipgrave & McKenna, 2008;Ipgrave, 2010;Miller & McKenna, 2011;Zine 2000Zine , 2001).…”

Section: Religification and The Schooling Experiences Of Muslims In Wmentioning

confidence: 99%

Identification and disidentification in reported schooling experiences of adolescent Muslims in England

Moulin‐Stożek

Schirr

2017

Oxford Review of Education

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Section: Religification and The Schooling Experiences Of Muslims In Wmentioning

confidence: 99%

Identification and disidentification in reported schooling experiences of adolescent Muslims in England

Moulin‐Stożek

Schirr

2017

Oxford Review of Education

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“…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%

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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“…This religious faith includes the experiential and the theological (this is how I know God, this is what I know of 24 Quote from participant in European Commission-funded study of religion in the lives and schooling of young people across Europe: Religion in Education: A contribution to dialogue or a factor of conflict in transforming societies of European Countries. For results of the English qualitative survey see Ipgrave and McKenna (2008) 25 Quote from as yet unpublished research into West African children's concepts of ability 26 From current research project into the attitudes of 13 to 16 years old students to religious diversity 27 In 2007 only 1,770 Muslim school children in England attended maintained Muslim schools out of an estimated population of 376,340 Muslim children (DCSF 2007) God and His activity) and is what Michael Reiss describes as 'a worldview' or 'an entire way of understanding reality' (Reiss, 2010). This distinction enables us to differentiate between the two types of inclusion that are the subject of the article: identity-based and epistemology-based.…”

Section: How I View Reality: Epistemology-based Inclusionmentioning

confidence: 99%

“…The particular topic in relation to which he suggested pupils' religious perspectives might be included is the fraught area of evolutionary biology. Research recently undertaken into English teenagers' perspectives on role of religion in schools (Ipgrave, McKenna 2008) and on attitudes to religious diversity (as yet unpublished) provides some evidence of the way in which the application of the methods of school science to religion leads to a polarisation of views. Some of the young people rejected the idea of God on the basis that there was no proof, no evidence of his existence, that no one had ever seen him.…”

Section: How I View Reality: Epistemology-based Inclusionmentioning

confidence: 99%

Religious Diversity: Models of Inclusion for Schools in England

Ipgrave

2011

cie-eci

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This paper discusses two educational and religious incidents featured in the British press in recent few years. The first refers to a pupil who took her school to court claiming she had been excluded from school for wearing the jilbab (full length coat-like garment). The second incident relates to the issue raised by Michael Reiss as to whether when questions of Creationism and intelligent design are raised by pupils in science lessons, it would be appropriate for the science teacher to discuss them with those pupils rather than dismiss Creationism. In Britain, Asian and white British youth often live ‘parallel lives’ and this has serious implications for the cohesion of British society. Siddiqui (2007) raised the issue of the segregation of communities and made a strong case for inclusion that begins with the academic but has implications for the communal and social domains. This paper suggests that there is a possibility for a peaceful coexistence of different epistemologies supported by incidental reference as well as by structured comparison. The school is a place where a pupil should have a sense of belonging, where they can ‘tap their faith performatively’ both to develop their own learning and to contribute to the learning of others. Ce document traite de deux incidents éducatifs et religieux apparus dans la presse britannique au cours des dernières années. Le premier fait référence à une élève qui a traduit son école en justice affirmant qu’elle a été excluée de l’école pour avoir porté le jilbab (tenue toute en longueur pareille à un manteau). Le second incident mentionne un problème soulevé par Michael Reiss quant à savoir, lorsque les élèves en cours de sciences soulèvent des questions sur le Créationnisme et la conception intellectuelle, s’il ne serait pas approprié pour le professeur de sciences d’en discuter avec ces élèves plutôt que de renier le Créationnisme. En Grande Bretagne, les jeunes Asiatiques et Anglais souvent mènent des “vies parallèles” et ceci a de sérieuses implications pour la cohésion de la société anglaise. Siddiqui (2007) a soulevé la question de ségrégation des communautés et a fortement plaidé la cause pour l’inclusion qui commence dans le milieu universitaire, mais a des implications dans les domaines communautaires et sociaux. Cet article suggère qu’il existe la possibilité d’aboutir à la pacifique coexistence de différentes épistémologies soutenues autant par des références fortuites que par des comparaisons structurées. L’école est un lieu où un élève doit ressentir un sentiment d’appartenance, un endroit dans lequel ils doivent pouvoir “pratiquer leur foi ouvertement”, et pour développer leur propre apprentissage, et pour contribuer à l’apprentissage des autres.

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Including the Religious Viewpoints and Experiences of Muslim Students in an Environment that is Both Plural and Secular

Cited by 17 publications

References 5 publications

Identification and disidentification in reported schooling experiences of adolescent Muslims in England

Identification and disidentification in reported schooling experiences of adolescent Muslims in England

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

Religious Diversity: Models of Inclusion for Schools in England

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