國立高雄大學圖資館 |

語系: 繁體中文

說明(常見問題)

圖資館首頁

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Muslim schools, communities and crit...

Breen, Damian.

Muslim schools, communities and critical race theoryfaith schooling in an Islamophobic Britain? /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Muslim schools, communities and critical race theoryby Damian Breen.
其他題名:	faith schooling in an Islamophobic Britain? /
作者:	Breen, Damian.
出版者:	London :Palgrave Macmillan UK :2018.
面頁冊數:	xiv, 201 p. :ill., digital ;24 cm.
Contained By:	Springer eBooks
標題:	Islamic educationGreat Britain.
電子資源:	http://dx.doi.org/10.1057/978-1-137-44397-7
ISBN:	9781137443977$q(electronic bk.)

Muslim schools, communities and critical race theoryfaith schooling in an Islamophobic Britain? /
Breen, Damian.

Muslim schools, communities and critical race theoryfaith schooling in an Islamophobic Britain? /[electronic resource] :by Damian Breen. - London :Palgrave Macmillan UK :2018. - xiv, 201 p. :ill., digital ;24 cm.

This book explores the position of Muslim schools in contemporary Britain.A Critical Race Theory approach is used to consider some of the specific issues faced by Muslim schools, in particular those looking to become state-funded. The book provides a critically considered and meaningful application of a theory of 'race' to Muslims as a religious community, without restricting the analysis to minority ethnic Muslim groups; it also provides a counter-narrative which contests assumptions about Muslim schools presented in the media and in public debates more generally. These insights are positioned against current political climates within which Muslims have been consistently subjected to surveillance and suspicion. The book draws on first-hand research carried out inside Muslim schools to offer insights into the ways that these schools cater to diverse and locally-specific needs. It concludes by arguing that independent Islamic schools represent ideal models of community need. Therefore, bringing such schools into the state sector, in a way that allows them to retain autonomy, represents an ideal strategy for the educational and political enfranchisement of British Muslims. Muslim schooling represents an opportunity for increased state investment in Muslim interests as a strategy for offsetting the ways in which Muslim communities have been marginalised more generally in contemporary political climates. The book will make compelling reading for students and researchers in the fields of Education, Sociology, and Religious Studies, particularly those with an interest in faith schools, Islam, and Critical Race Theory.

ISBN: 9781137443977$q(electronic bk.)

Standard No.: 10.1057/978-1-137-44397-7doiSubjects--Topical Terms:

801159
Islamic education
--Great Britain.

LC Class. No.: LC912.G7 / B74 2018

Dewey Class. No.: 371.0770941

Muslim schools, communities and critical race theoryfaith schooling in an Islamophobic Britain? /
LDR:02632nmm a2200313 a 4500 001 528615
003 DE-He213
005 20180614152609.0
006 m d
007 cr nn 008maaau
008 181030s2018 enk s 0 eng d
020 $a 9781137443977$q(electronic bk.)
020 $a 9781137443960$q(paper)
024 7 $a 10.1057/978-1-137-44397-7 $2 doi
035 $a 978-1-137-44397-7
040 $a GP $c GP
041 0 $a eng
050 4 $a LC912.G7 $b B74 2018
072 7 $a JNLR $2 bicssc
072 7 $a YQR $2 bicssc
072 7 $a REL026000 $2 bisacsh
082 0 4 $a 371.0770941 $2 23
090 $a LC912.G7 $b B832 2018
100 1 $a Breen, Damian. $3 801158
245 1 0 $a Muslim schools, communities and critical race theory $h [electronic resource] : $b faith schooling in an Islamophobic Britain? / $c by Damian Breen.
260 $a London : $b Palgrave Macmillan UK : $b Imprint: Palgrave Macmillan, $c 2018.
300 $a xiv, 201 p. : $b ill., digital ; $c 24 cm.
520 $a This book explores the position of Muslim schools in contemporary Britain.A Critical Race Theory approach is used to consider some of the specific issues faced by Muslim schools, in particular those looking to become state-funded. The book provides a critically considered and meaningful application of a theory of 'race' to Muslims as a religious community, without restricting the analysis to minority ethnic Muslim groups; it also provides a counter-narrative which contests assumptions about Muslim schools presented in the media and in public debates more generally. These insights are positioned against current political climates within which Muslims have been consistently subjected to surveillance and suspicion. The book draws on first-hand research carried out inside Muslim schools to offer insights into the ways that these schools cater to diverse and locally-specific needs. It concludes by arguing that independent Islamic schools represent ideal models of community need. Therefore, bringing such schools into the state sector, in a way that allows them to retain autonomy, represents an ideal strategy for the educational and political enfranchisement of British Muslims. Muslim schooling represents an opportunity for increased state investment in Muslim interests as a strategy for offsetting the ways in which Muslim communities have been marginalised more generally in contemporary political climates. The book will make compelling reading for students and researchers in the fields of Education, Sociology, and Religious Studies, particularly those with an interest in faith schools, Islam, and Critical Race Theory.
650 0 $a Islamic education $z Great Britain. $3 801159
650 0 $a Islamophobia $z Great Britain. $3 800695
650 1 4 $a Education. $3 177995
650 2 4 $a Religion and Education. $3 375784
650 2 4 $a Sociology of Education. $3 338784
650 2 4 $a Educational Policy and Politics. $3 308819
650 2 4 $a Ethnicity in Education. $3 775562
650 2 4 $a Schools and Schooling. $3 773005
650 2 4 $a Islam. $3 213807
710 2 $a SpringerLink (Online service) $3 273601
773 0 $t Springer eBooks
856 4 0 $u http://dx.doi.org/10.1057/978-1-137-44397-7
950 $a Education (Springer-41171)