Muslim discourses on integration and schooling

摘要: Since 2001 Muslim communities in Britain have largely been governed through the educational policy framing of integration and segregation. This Manichean bio-construct sees mono-cultural ethnic schools as problematic spaces, whilst integrated liberal ideal. By drawing upon subaltern studies approach, this study provides a space for pupils parents to articulate their own discourses on segregated Britain. In doing so, it allows position power, by giving them agency construct narratives debate schooling. This thesis attempts make sense theoretic interpretation drawn from intellectual history. using Ibn Khaldun’s (d. 1406) sociological theory ‘asabiyya broader theoretical context voice. The empirical perspectives contained significant contributions race, religion Britain. Public has often seen concept linear cultural process, with minority groups gradually adopting social mores host society. Evidence presented an analytical process not fixed template. It shows how can be used, political actors, tool anti-Muslim racism. The much common each other, especially when rejecting idea self-segregation, or highlighting importance based religion, but they little public communities. Sociological demonstrated disjuncture between lived experience. confirms observation elucidating disconnect discourse experience communities. suggest complex, paradoxical, intersectional reading integration, which is fundamentally rooted within constructionism. Most importantly dismisses segregation binary, Muslims, recognising group solidarity, discourse.