Veiled Meanings: Young British Muslim women and the negotiation of differences [1]

Dwyer, Claire

doi:10.1080/09663699925123

Cited by 251 publications

(173 citation statements)

References 27 publications

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“…They trace this 'new wave of research' to the 'new social studies of childhood' with its emphasis upon 'children as social actors in their own right, capable of actively constructing and determining their own social lives ' (Hemming and Madge 2011, 43). Jacobson (1998), Dwyer (1999) and Hopkins's (2010) 11 research with young Muslims in the UK may be taken as examples of this new wave focused upon agency, as can Henderson et al's (2007) mapping of the biographies of young people in a variety of British contexts (expanded upon below).…”

Section: Young People and Religionmentioning

confidence: 99%

What can we say about today's British religious young person? Findings from the AHRC/ESRC Religion and Society Programme

Catto

2013

Religion

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Since the late 20th century, research linking youth and religion has begun to grow. Such growth has been given a particular boost in the UK by the AHRC/ESRC Religion and Society Programme. This article addresses what we can say about today's British religious young person through review of new research findings from the Programme. One certainly can no longer assume that a British religious young person is a practising Christian. He or she is likely to engage with a range of offline and online resources in order to learn more about their faith, and feel some tensions between their commitments and engagement with wider society. Social class and other factors will affect his or her capacity to engage with religion and civil society. Like their non-religious peers, today's British religious young person values relationships and authenticity. Tensions between structure and agency in our neoliberal age emerge through their stories.

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Section: Young People and Religionmentioning

confidence: 99%

What can we say about today's British religious young person? Findings from the AHRC/ESRC Religion and Society Programme

Catto

2013

Religion

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show abstract

“…Self-study by virtue of its focus on reflective inquiry provided a suitable methodology in which to situate this qualitative examination. Qualitative research situates moral discourse in the social sciences and the humanities by providing parameters for critical conversations about democracy, race, gender, and class (Denzin & Lincoln, 2007).…”

Section: Methodsmentioning

confidence: 99%

Teaching for Diversity in Teacher Education: Transformative Frameworks

2015

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This paper examines the practice and professional development of teacher educators engaged in diversity pedagogy in Canadian teacher education programs. Using a reflective inquiry combined with a self-study of teacher and teacher education practices (S-STEP), three educators discuss the complexity of their research and teaching experiences through the lens of Egbo’s (2009) seminal text, Teaching for Diversity in Canadian Schools. These critical reflections provide the basis to contextualize praxis-oriented teacher education practices in rural and in urban contexts. Specifically, the discussions focus on how diversity pedagogy informed curriculum development and promoted trans-disciplinary educational praxis. These transformative frameworks provided the teacher educators with the necessary knowledge base and knowledge mobilization to introduce marginalization, oppression, and alienation of underrepresented populations to preservice and service teachers. Cet article examine les pratiques et le développement professionnel des professeurs formateurs d’enseignants qui sont engagés en pédagogie diversifiée dans les programmes canadiens de formation des enseignants. À l’aide d’un examen de réflexion combiné à une auto-évaluation des pratiques d’enseignement et des pratiques de formation des enseignants, trois éducateurs discutent la complexité de leur recherche et de leurs expériences d’enseignement à travers le prisme du texte de référence d’Egbo (2009), Teaching for Diversity in Canadian Schools. Ces réflexions critiques présentent une base pour mettre en contexte les pratiques de formation d’enseignants orientés vers la pratique dans des contextes ruraux et urbains. Plus particulièrement, les discussions se concentrent sur la manière dont la pédagogie diversifiée a informé le développement des programmes d’études et favorisé la pratique éducative transdisciplinaire. Ces cadres transformatifs ont donné aux professeurs formateurs d’enseignants la base de connaissances et la mobilisation des connaissances pour introduire la marginalisation, l’oppression et l’aliénation des populations sous-représentées aux enseignants en formation ainsi qu’à ceux qui ont déjà pris du service.

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“…Many wore some type of ethnic clothing--a purse with south Asian detail or parts of saris. These displays were an active selection that provides the wearer with outward symbols of particular social and cultural knowledge (Dwyer, 1999;Jackson et al, 2007;Khamis, 2010). Just after midnight, the performers appeared: three black women singers, including the lead singer: a woman from New York called Toli Nameless; a Latin woman playing the Conga drums and two white women.…”

Section: Resistance and Passing Cloudsmentioning

confidence: 99%

Space and place in world music production

Klyton

2015

City, Culture and Society

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Space and place are central to understanding the conditions of world music production. This article examines how three world-music venues generate particular imaginaries, identities and expectations for those involved: performers, consumers and promoters. These venues form part of a city's nighttime economy and as such they are replete with and reenact the spatial-cultural dymanics of their location. Drawing on interview data and participant observation I show how live performances create new tensions between the global and the local, in part, through spatialized interactions among social actors, representations of world music, and constructions of place and identity through the venues themselves.2

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Veiled Meanings: Young British Muslim women and the negotiation of differences [1]

Cited by 251 publications

References 27 publications

What can we say about today's British religious young person? Findings from the AHRC/ESRC Religion and Society Programme

What can we say about today's British religious young person? Findings from the AHRC/ESRC Religion and Society Programme

Teaching for Diversity in Teacher Education: Transformative Frameworks

Space and place in world music production

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