Terms of Engagement: Muslim and Jewish School Communities, Cultural Sustainability and Religious Identity

Parker-Jenkins, Marie (2015). Terms of Engagement: Muslim and Jewish School Communities, Cultural Sustainability and Religious Identity. [Data Collection]. Colchester, Essex: UK Data Archive. 10.5255/UKDA-SN-851754

The study provides examination of six full-time, Muslim and Jewish schools in the UK using qualitative methods to explore the social, educational and ideological purpose of these faith-based institutions. Similarities in these schools will be considered with particular reference to religious and cultural sustainability, and engagement with or alienation from the wider community.
Both Muslim and Jewish schools are representative of faith-based education, where religious knowledge forms the basis for personal and social development. In terms of learning and teaching, both groups are concerned with the quality of Muslim and Jewish education respectively, balanced against the demands of the British National Curriculum. In addition, both Muslim and Jewish school communities have experienced prejudice and in some cases Xenophobia to an extent not experienced by other denominational school communities in the UK, and this has been exacerbated by political events, and the aftermath of 9/11 and 7/7.
With the proposed expansion of faith-based schooling, due to their perceived success, more knowledge and understanding of this group of schools is required. Despite geographical, historical and cultural differences, the growth of Muslim and Jewish schools in the UK provides important parallels highlighting fundamental issues of community cohesion, group identity and citizenship.

Data description (abstract)

The research project aimed to explore issues of cultural sustainability and community engagement through schools in which both Muslim and Jewish school traditions had experienced prejudice. 27 face-to-face interviews took place in school across Northern towns, the midlands and home counties with head teachers, teachers, parents, school governors and religious/community representatives. No interviews were conducted with children under the age of 18 for ethical reasons and instead informal discussion groups were held around a number of subject headings. These informal discussions did not form datasets but did inform findings. Observations and telephone interviews were also used.

Data creators: