Abstract
This chapter explores issues of identity and belief with reference to Jewish and Muslim schools in the UK. Discussion is informed by the views of Jewish and Muslim school community stakeholders who operate in a site in which cultural sustainability is part of the institutional ethos. The chapter provides: the context of the study; the nature of the research underpinning discussion; the experience of hostility from the wider community and evidence of anti-Semitism and Islamophobia; challenges around keeping the faith community safe; and coherence and alignment with national priorities in education.
| Original language | English |
|---|---|
| Title of host publication | International Handbook of Learning, Teaching and Leading in Faith-Based Schools |
| Publisher | Springer Netherlands |
| Pages | 157-176 |
| Number of pages | 20 |
| ISBN (Electronic) | 9789401789721 |
| ISBN (Print) | 9789401789714 |
| DOIs | |
| Publication status | Published - 1 Jan 2014 |
Keywords
- Anti-semitism
- Association of muslim schools-UK
- Big society
- Cantle report
- Census-UK 2011
- Centre for jewish education
- Community cohesion
- Community security trust
- Cultural sustainability
- Denominational
- Faith schools
- Grounded theory
- Hijab
- Hostility
- Islam
- Islamic schools
- Islamophobia
- Judaism
- Leo baeck college
- Madrassahs
- Multiculturalism
- Muslim schools
- Ofsted
- Ouseley report
- Security
- Self-segregation
- United synagogue agency for jewish education
- Voluntary aided schools
- Voluntary controlled schools
