Following the intense scrutiny to which Islamic societies and cultures have been subjected in the recent past, I was intrigued by the excessive emphasis on the nexus between terrorism and Islam. In particular, I noticed the suggestion in the media on Islamic schools or madrasas as breeding grounds for terrorism, terrorist thought and ideology. What I found disturbing was the insinuation that Muslim children were indoctrinated with hatred for others, and consequently grew up to become terrorists. Two things piqued my curiosity— do Muslim girls not frequent these schools? and why haven’t there been as many cases of Muslim female terrorists if they, too, were being indoctrinated with hatred in these schools? I always suspected that something was amiss and it led me to wonder if these schools were open only to boys—was there any place for girls in Islamic education? Furthermore, why weren’t regions that don’t typically fall under the radar of scholarship or media attention vis-à- vis Islam such as Africa being examined to provide a holistic view of Islamic culture and practice? Continue reading “Shaping Futures and Feminisms: The Qur’anic School in the West African Francophone Novel”
Gender, community and education: cultures of resistance in Socialist Sunday Schools and Black Supplementary Schools
I started the historical research that is the basis for my article in the upcoming Gender and Education issue (23:6) in 2007. At this time, New Labour’s policy emphasis on ‘empowerment’ through community cohesion, regeneration and community-oriented schools, had attracted significant critique within research literature. Examining New Labour’s policy paradigm, and the schooling practices promoted by their policy ensemble, many had demonstrated the tendency to privilege middle-class modes of educational agency. Concurrently, despite being the specific target of a proliferation of policies, working-class children and parents have been routinely constructed as perpetually lacking. Spurred on by this, when starting my research, my primary interest lay in uncovering – and better understanding – the history of working-class educational agency that had appeared to be lost in dominant policy discourse. Interestingly, whilst completing my research, New Labour came to the end of its 13-year rule, and in swept the Conservative/Liberal Democratic Coalition, bringing with it a new (though perhaps not radically reformulated) reiteration of community ‘empowerment’. With David Cameron’s heralding of the ‘Big Society’ and Michael Gove’s ‘free schools’, community participation appears to continue to have significant rhetorical utility in contemporary education policy. Continue reading “Gender, community and education: cultures of resistance in Socialist Sunday Schools and Black Supplementary Schools”