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Exploration of the Lived Experiences of Young British Muslims in Wales: Through a Postcolonial and Epistemic Injustice Lens

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Exploration of the Lived Experiences of Young British Muslims in Wales: Through a Postcolonial and Epistemic Injustice Lens Exploration of the Lived Experiences of Young British Muslims in Wales: Through a Postcolonial and Epistemic Injustice Lens. Christopher John Mort Grad. Dip. Professional Development (Education). MA (Education) Director of studies: Dr. Caroline Lohmann-Hancock Supervisor: Dr Nichola Welton Advisor: Associate Professor Jane Waters Submitted in partial fulfilment for the award of the degree of Doctor of Philosophy University of Wales Trinity Saint David 2020 1 ACKNOWLEDGEMENTS. I would like to express my sincere gratitude to my supervisory team past and present who have been instrumental advising, encouraging, supporting and mentoring me over the years. I am deeply grateful to Dr Jane Waters, Dr Caroline Lohmann-Hancock, and Dr Nichola Welton for their guidance and assistance which has proved invaluable in shaping this thesis. I am also indebted to Professor John Parkinson for his support and guidance at the beginning of my studies, and the late Dr Howard Tanner for his contribution in encouraging and supporting the research proposal. I also want to show my appreciation to Dr Sue Lyle who has shown unwavering faith in my ability to engage in higher education since 2004. Without Dr Lyle's continuing encouragement and unfailing mentorship I doubt whether I would have continued my academic journey this far. I dedicate this thesis to the above named, who I value not only as professional colleagues, but also as friends. Diolch yn fawr, thank you. My appreciation also to the anonymous Muslim men and women who gave their time, their trust and their stories, allowing me a unique opportunity to put into words their experiences of Islamophobia. I hope this thesis serves them and other Muslims in Wales well. As-Salamu-alaikum. Finally, to my wife Dawn who has been a constant support in allowing me the time and space to progress and continue my studies, very often at the expense of having time to spend together. 1 DECLARATION This sheet MUST be signed and included within the thesis This work has not previously been accepted in substance for any degree and is not being concurrently submitted in candidature for any degree. Signed ...................................................................... (student) Date .........23rd October 2020............................................................ STATEMENT 1 This thesis is the result of my own investigations, except where otherwise stated. Where correction services have been used the extent and nature of the correction is clearly marked in a footnote(s). Other sources are acknowledged by footnotes giving explicit references. A bibliography is appended. Signed ..................................................................... (student) Date ..........23rd October 2020.............................................................. STATEMENT 2 I hereby give consent for my thesis, if accepted, to be available for photocopying and for inter-library loan, and for the title and summary to be made available to outside organisations. Signed ..................................................................... (student) Date ...........23rd October 2020............................................................. STATEMENT 3 I hereby give consent for my thesis, if accepted, to be available for deposit in the University’s digital repository. Signed ..................................................................... (student) Date ...........23rd October 2020............................................................. 2 CONTENTS ACKNOWLEDGEMENTS. ....................................................................................................................... 1 DECLARATION ........................................................................................................................................ 2 CONTENTS ............................................................................................................................................... 3 1. CHAPTER 1: INTRODUCTION ............................................................................................................ 11 2. CHAPTER 2: MULTICULTURALISM TO 9/11 A REVIEW OF THE LITERATURE ...................................... 29 2.1. Introduction ................................................................................................................................... 29 2.2. Migration and Government Legislation in the United Kingdom ................................................... 31 2.3. The Emergence of Islamophobia as a Concept .............................................................................. 36 2.3.1. The Future of Multi-Ethnic Britain ............................................................................................ 40 2.4. Multiculturalism ............................................................................................................................ 45 2.5. The Role of The Media in the Reporting of Islam and Muslims in Britain post 9/11 ..................... 60 2.6. Conclusion ..................................................................................................................................... 73 3. CHAPTER 3: POST 9/11 AND MUSLIM COMMUNITIES ...................................................................... 76 3.1. Introduction: The Prevent Strategy ............................................................................................... 76 3.1.1. The Background to Prevent ...................................................................................................... 77 3.2. The Emerging Prevent ................................................................................................................... 80 3.2.1. Security Legislation ................................................................................................................... 82 3.2.2. Critics of Prevent ...................................................................................................................... 85 3.2.3. Schools and Prevent: from Fundamental British Values to Statutory Duties ........................... 86 3.2.4. Fundamental British Values ...................................................................................................... 91 3.2.5. Statutory Duties ....................................................................................................................... 94 3.2.6. How Prevent has been Implemented in Schools and colleges ................................................. 97 3 3.3. Media construction of Muslim as the "Other" ............................................................................ 103 3.4. Conclusion ................................................................................................................................... 106 4. CHAPTER 4: THEORETICAL POSITION .............................................................................................. 108 4.1. Introduction: The Research Journey ............................................................................................ 108 4.2. Critical Pedagogy ........................................................................................................................ 113 4.3. Developing a Theoretical Stance ................................................................................................. 116 4.4. Critical Theory ............................................................................................................................. 120 4.5. Islamophobia as an Ideology ....................................................................................................... 122 4.5.1. False Consciousness ............................................................................................................... 128 4.6. Postcolonialism as a Theoretical Position ................................................................................... 132 4.7. Epistemic Injustice ....................................................................................................................... 144 4.8. Medina ........................................................................................................................................ 148 4.9. Conclusion ................................................................................................................................... 154 5. CHAPTER 5: RESEARCH METHODOLOGY ........................................................................................ 157 5.1. Introduction ................................................................................................................................. 157 5.1.1. Research Process Map ............................................................................................................ 159 5.2. Research Aim and Research Questions. ...................................................................................... 160 5.3. Research Methods. ...................................................................................................................... 161 5.4. Community of Enquiry: 10 Step Process. ..................................................................................... 166 5.5. Research Participants. ................................................................................................................. 169 5.6. Research Setting. ......................................................................................................................... 170 5.7. Data Collection and Preparation. ...............................................................................................
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