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Wilkinson, Matthew L. N. (2017) 'Factoring-in Faith Fairly: A Contribution from Critical Realism to the Authentic Framing of Muslims-in-Education.' In: Mac an Ghaill, Mairtin and Haywood, Chris, (eds.), Muslim Students, Education and Neoliberalism Schooling a 'Suspect Community. London: Palgrave Macmillan, pp. 67-84.

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Abstract

Classical sociology has tended to reduce faith and the human dimension of the spirit to other experiential factors and this reductionism is problematic for researchers of young Muslims, for whom faith is an elemental and causally determinate factor in their identities, daily praxis and educational outcomes. This chapter shows how ‘laminated’ and ‘articulated’ ontologies of the Muslim learner derived from the philosophy of critical realism can provide multi-dimensional, nuanced frameworks for factoring-in the faith and faith-based identities of Muslim young people into research without swamping research with considerations of faith. This model and the importance of factoring-in faith fairly are illustrated with results from an empirical study of the effects of History education on a cohort of 307 Muslim young people in education in England.

Item Type: Book Chapters
SOAS Departments & Centres: Departments and Subunits > School of History, Religions & Philosophies > Department of Religions & Philosophies
Legacy Departments > Faculty of Languages and Cultures > Department of the Languages and Cultures of the Near and Middle East > Centre of Islamic Studies
ISBN: 978-1-137-56920-2
DOI (Digital Object Identifier): https://doi.org/10.1057/978-1-137-56921-9_5
Date Deposited: 17 May 2016 14:53
URI: https://eprints.soas.ac.uk/id/eprint/22410

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