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The Role of Religious Institutions in Constructing Minorities’ Religious The Role of Religious Institutions in Constructing Minorities’ Religious Identity Muslim Minorities in non-Muslim Society Case Study of The Manchester Islamic Centre A thesis submitted to the University of Manchester for the degree of PhD Sociology in the Faculty of Humanities, School of Social Sciences, Department of Sociology. 2014 Ghalia Sarmani 1 Contents…………………………………………………………………………................2 Abstract ……………………………………………………………………………………9 Declaration of Authenticity……………………………………………………………...10 Copyright Statement……………………………………………………………………..11 Acknowledgements……………………………………………………………………….12 Chapter One: Themes and Issues……………………………………………………….13 1.1 Introduction …………………………………………………………………………...13 1.2 Summary of Chapters …………………………………………………………………15 Chapter Two: History of Muslim Presence in Britain from Early Times until the Present………………………………………………………………………………….....20 2.1 Introduction…………………………………………………………………………....20 2.2 Earliest Period of Muslim Migration to Britain ………………………………………22 2.2.1 Muslim Settlement up to the First World War…………………………………..24 2.2.2 Muslim Migration to Britain after the Second World War……………………...26 2.3 Muslim Arab Settlement in Manchester……………………………………………….27 2.4 Patterns of Muslim Migration ………………………………………………………...29 2.5 Muslim Migration Factors……………………………………………………………..29 2.6 Statistical Summary of Muslims in Britain……………………………………………35 2.6.1 Muslim Population Estimates via Census....………………………………….....35 2.6.2 Christianity as the Main Religion in Britain...…………………………………..38 2.6.3 Ethnic Groups, England and Wales 2011...……………………………………...40 2.6.4 Changing Picture of Ethnicity Over Time ……...……………………………….41 2.6.5 Changing Picture of Religious Affiliation………………………………….…...42 2 2.6.6 Geographical Distribution of Muslims in Britain …...………………………….44 2.7 Manchester Demographical Study...…………………………………………………..46 2.7.1 Ethnic Group, 2011 Area: Manchester ………………………………………….46 2.7.2 Religion, 2011 Area: Manchester ……………………………………………….48 2.7.3 Population Estimates by Broad Age Band over the Last Decade ………………49 2.8 Conclusion…………………………………………………………………………….49 Chapter Three: Literature Review - Religious Identity……………………………….50 3.1 Introduction …………………………………………………………………………...50 3.2 Immigrants’ Identity …………………………………………………………………..52 3.3 Immigrants’ Religions Identity ……………………………………………………….55 3.4 Muslim Immigrants’ Religious Identity ………………………………………………58 3.5 Transmitting Religious Identity ………………………………………………………65 3.6 Conclusion …………………………………………………………………………….68 Chapter Four: Method and Methodology………………………………………………70 4.1 Introduction……………………………………………………………………………70 4.2 Background of Current Research……………………………………………………...71 4.3 Research Questions …………………………………………………………………...72 4.4 Research Methods and its Implementation ...…………………………………………73 4.4.1 Participant Observation …………………………………………………………74 4.4.2 Interviews ……………………………………………………………………….75 4.4.2 a. Negotiating Interviews and Using The Interview Schedule ………………….75 4.4.2.b Finding Interviewees - the Subject of the Study ……………………………...77 A) Sampling ..………………………………………………………………………...77 3 B) Recruiting Interviewees ..………………………………………………………….78 C) Why the Mothers …...……………………………………………………………..80 4.5 Interview Process……………………………………………………………………...81 4.6 Interview Problems……………………………………………………………………86 4.7 Analysing Data …………………………………………………………………….….88 4.8 Politics…………………………………………………………………………………89 4.9 Reflexivity …………………………………………………………………………….91 4.10 Conclusion……………………………………………………………………………92 Chapter Five: Establishing Religious Institutions: Muslim Institutions (Mosques) in Britain……………………………………………………………………………………..94 5.1 Introduction…………………………………………………………………………...94 5.2 Legislation and Numbers……………………………………………………………...95 5.3 The History of Establishing Mosques in Britain …………………………………….101 5.3.1 The First Mosque in Manchester ………………………………………………104 5.4 Manchester Islamic Centre: Background ……………………………………………107 5.5 MIC Affiliation, Ethnicity, Gender ………………………………………………….112 5.5.1 Attendees’ Sects in the MIC……………………………………………………112 5.5.2 The MIC Qur’an School Students’ Sects..……………………………………..114 5.5.3 The MIC Trustees………………………………………………………………115 5.5.3.1 Age and Gender of the MIC Trustees………………………………………..119 A) Why Women are Excluded from the Mosque’s Committees? …..………………120 B) What Positions do Women Hold on the MIC Committee?....................................120 C) What Positions do Women Hold on the MIC Activities?......................................121 4 C.1) Women’s Prayer Hall………………………………………….……………123 C.2) Manchester New Muslim Women…………………………………………..124 5.5.3.2 MIC Trustees’ Role………………………………………………………..…125 5.6 The MIC Finances …………………………………………………………...............127 5.6.1 Mosque Finances……………………………………………………………….127 5.6.2 The MIC Qur’an School Finance………………………………………………130 5.7 Conclusion……………………………………………………………………………133 Chapter Six: How Mosques Reflect The Religion and Culture of Muslim Minorities………………………………………………………………………………..135 6.1 Introduction…………………………………………………………………………..135 6.2 Mosques as a Place of Prayer Place………………………………………………….136 6.3 Mosques as a Religio-Cultural Place………………………………………………...140 6.4 Similarity, Solidarity and Islamic Environment …………………………………..…146 6.5 Cultural Clash and Clash of Identity………………………………………………....151 6.6 Mosques and Social Problems ……………………………………………………….156 6.7 Conclusion …………………………………………………………………………...158 Chapter Seven: British Schools and Islamic Identity………………………………...160 7.1 Introduction…………………………………………………………………………..160 7.2 The Role of Education in Constructing Islamic Identity……………………………..162 7.3 The Challenge of Islamic Identity in British Schools………………………………..165 7.3.1 Hijab in British Schools………………………………………………………..166 7.3.2 Praying in British Schools……………………………………………………...171 7.3.3 Friendships in British Schools …………………………………………………173 7.3.4 Religious Celebrations in British Schools………………………………….…..175 5 7.3.5 Teaching Islam in British Schools……………………………………………..179 7.4 Conclusion……………………………………………………………………………183 Chapter Eight: How Qur’an Schools Construct Islamic Identity…………………...185 8.1 Introduction…………………………………………………………………………..185 8.2 Qur’an School: Identity Development and Community Cohesion…………………..186 8.3 Madrassas in Britain………...…………………………………………………….....189 8.3.1 Defining Madrassa …………………………………………………...………..189 8.3.2 The Main Types of Madrassa in Britain.......…………………………………..190 8.3.3 The Main Types of Madrassa in Manchester………………………...………..193 8.4 The MIC Qur’an School: Case Study………………………………………….…….195 8.4.1 Teaching at the Qur’an School …..…………………………………….………197 8.4.2 MIC: Different Ways of Teaching …..…………………………………….....202 8.5 Narratives of the Native Arabic Teachers and their Importance……………………..207 8.5.1 The MIC: The story of Native Arabic Teacher ……………………………….210 8.6 Conclusion……………………………………………………………………………212 Chapter Nine: Summary, Conclusion and Recommendations……………........……215 9.1 Introduction…………………………………………………………………………..215 9.2 Overview …………………………………………………………………………….215 9.3 Vision and Mission………………………………………………………….………..218 9.4 Further Research Recommendations…………………………………………………220 Appendix 1: Ethical Approval and Safety Guidelines………………...…….………..222 Appendix 2: Letter to MIC…………………………………………..……….……..….229 Appendix 3: Trustees’ Interview Questions.....………………………….….…………230 6 Appendix 4: Parents’ Interview Questions ...………...……………….………………233 Appendix 5: Teachers’ Interview Questions……………...………………..………….236 Appendix 6: Friday Prayers’ Interview Questions .………………..………………...238 Appendix 7: Ethical Practice in Conducting Research ……………………...……….241 Appendix 8: Interview Respondents Information…………………………………….242 Appendix 9: Manchester Islamic Centre’s Activities…………………………………248 Appendix 10: Manchester Islamic Centre’s Activities (2013)……………………..…257 Appendix 11: Registered Mosques in Manchester……………………………………258 Appendix 12: MIC Leaflets…………………………………………………………….262 References…………………………………………………………………………….…285 List of Figures Figure 1: Religious Affiliation, England and Wales, 2011………………………………..39 Figure 2: Minority Religious Groups, England and Wales………………………………..39 Figure 3: Final Recommended Ethnic Group Question for England in 2011…………..…40 Figure 4: Ethnic Groups, England and Wales, 2011………………………………………41 Figure 5: Ethnic Groups, 2001 – 2011, England and Wales………………………………42 Figure 6: Change in Religious Affiliation, 2001-2011, England and Wales…………...…43 Figure 7: Populations by Ethnic group in Manchester 2009………………………………48 Figure 8: Population of Manchester between 2001-2010…………………………………49 Figure 9: Muslim Identity………………………………………………………….………59 Figure 10: Relationship among Religion, Culture and Ethnicity……………………..….143 List of Table Table (1) Distribution of Muslim in Britain by Country of Origin………………………..36 7 Table (2) Census Religion Question in 2011……………………………………………...37 Table (3) Increase in Muslim Population 2001-2011…………………………………….44 Table (4) Ethnic Groups in the Manchester 2011………………………………………...47 Table (5) Religious Groups in the Manchester 2011……………………………………..48 Table (6) Participants in the First Period of Fieldwork…………………………………..78 Table (7) Participants in the Second Period of Fieldwork………………………………...80 Table (8) Purpose-built Mosques in Britain……………………………………………….99 Table (9) Islam, Arabs, and Muslims in Western School Textbooks……………………182 Table (10) Qur’an School Curriculum…………………………………………………...200 List of Charts Chart (1) Non-Trading Income………………………………………………………...…128 Chart (2) Donations and Collections…………………………………………………..…129 Chart (3) MIC Expenses…………………………………………………………………130 Chart (4) Qur’an
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