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Political Discourses on Educational Justice and Muslims in the UK

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Political Discourses on Educational Justice and Muslims in the UK Political discourses on educational justice and Muslims in the UK Pier-Luc Dupont This Working Paper was written within the framework of ETHOS Work Package 4 (political, advocacy and media discourses of justice and fairness) for Deliverable 4.3 (discourses on minorities’ access to education: Inclusionary and exclusionary aspects) September 2018 Funded by the Horizon 2020 Framework Programme of the European Union Acknowledgements I would like to express my gratitude to ETHOS WP4.3 coordinators Dorota Lepianka, Basak Akkan and Ayse Bugra for developing the guidelines of this study, and to Bridget Anderson for her invaluable advice and support during fieldwork and data analysis. The Want to learn more about what we are working report would have been very different without her on? extraordinary capacity to deal with unforeseen challenges and rearrange tasks and deadlines. Emily Visit us at: Walmsley did a fantastic work under considerable time pressure pointing out inaccuracies and Website: https://ethos-europe.eu inconsistencies at the copy-editing stage. I would Facebook: www.facebook.com/ethosjustice/ also like to thank Therese O’Toole whose work on the Trojan Horse controversy introduced me to the Blog: www.ethosjustice.wordpress.com political debates addressed in the report, as well as Twitter: www.twitter.com/ethosjustice all participants whose testimonies and wisdom provided me with ideas and impetus from the first Hashtag: #ETHOSjustice page to the last. YouTube: www.youtube.com/ethosjustice European Landscapes of Justice (web) app: http://myjustice.eu/ This publication has been produced with the financial support of the Horizon 2020 Framework Programme of the European Union. The contents of this publication are the sole responsibility of the authors and can in no way be taken to reflect the views of the European Commission. Copyright © 2018, ETHOS consortium – all rights reserved ETHOS project. The ETHOS project has received funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement No. 727112. 2 About ETHOS ETHOS – Towards a European THeory Of juStice and fairness is a European Commission Horizon 2020 research project that seeks to provide building blocks for the development of an empirically informed European theory of justice and fairness. The project seeks to do so by: a) refining and deepening knowledge of the European foundations of justice – both historically based and contemporarily envisaged; b) enhancing awareness of mechanisms that impede the realisation of justice ideals as they are lived in contemporary Europe; c) advancing the understanding of the process of drawing and re-drawing of the boundaries of justice (fault lines); and d) providing guidance to politicians, policy makers, activists and other stakeholders on how to design and implement policies to reserve inequalities and prevent injustice. ETHOS does not merely understand justice as an abstract moral ideal that is universal and worth striving for. Rather, it is understood as a re-enacted and re-constructed ‘lived’ experience. The experience is embedded in firm legal, political, moral, social, economic and cultural institutions that are geared towards giving members of society what is their due. In the ETHOS project justice is studied as an interdependent relationship between the ideal of justice and its real manifestation – as set in the highly complex institutions of modern European societies. The relationship between the normative and practical, the formal and informal, is acknowledged and critically assessed through a multi-disciplinary approach. To enhance the formulation of an empirically-based theory of justice and fairness, ETHOS will explore the normative (ideal) underpinnings of justice and its practical realisation in four heuristically defined domains of justice – social justice, economic justice, political justice, and civil and symbolic justice. These domains are revealed in several spheres: a) philosophical and political tradition, b) legal framework, c) daily (bureaucratic) practice, d) current public debates, and e) the accounts of the vulnerable populations in six European countries (Austria, Hungary, the Netherlands, Portugal, Turkey and the UK). The question of drawing boundaries and redrawing the fault-lines of justice permeates the entire investigation. Alongside Utrecht University in the Netherlands, which coordinates the project, five further research institutions cooperate. These are based in Austria (European Training and Research Centre for Human Rights and Democracy), Hungary (Central European University), Portugal (Centre for Social Studies), Turkey (Boğaziçi University), and the UK (University of Bristol). The research project lasts from January 2017 to December 2019. 3 EXECUTIVE SUMMARY In the volatile context created by Islamist attacks, counter-terrorism policies and anti-Islam populism, the education of Muslims has gained increasing prominence in UK political discourses. This report examines how different stakeholders (Muslim and non-Muslim civil society organisations, activists, school representatives or administrators, state agencies, politicians, think tanks and teachers) understand related problems and solutions through various dimensions and scales of educational justice. It shows that disagreements on the adequacy of specific policies or practices are often linked to the relative emphasis placed on redistribution, recognition, representation and other dimensions of justice, all of which can be upheld or undermined by social relations taking place at family, local, regional, national and other scales. The report builds on qualitative content analysis and discourse analysis of 46 documents written between 2007 and 2018 as well as four semi-structured interviews. Documents were identified through snowballing from recent academic literature addressing Muslim education, with a view to covering the widest possible range of actors involved in political debates. Interviews lasted approximately an hour and served to delve into recurring themes. They were conducted in person, audio-recorded and fully transcribed. All sources were then imported into NVivo and iteratively coded into three discursive frames (‘social cohesion’, ‘culture’ and ‘values’) and sub-sections (definition of the frame, problems and solutions). Findings suggest that Muslim education is most frequently interpreted through the lens of recognition. This is particularly evident in the discursive frames of social cohesion, promoting inter- group respect and the fight against prejudice, and values, which insist on the centrality of anti- discrimination in the British ethos. Redistribution and representation play a more significant role in the frame of culture, where student poverty and insufficient school funding are portrayed as important obstacles to the acquisition of knowledge that is necessary to participate in paid work and democratic politics. However, these dimensions are overshadowed by aesthetic considerations that revolve around the subjective aspirations of Muslim families and may be characterised as concerns of socio- cultural reproduction. Despite the acknowledgment of a link between Muslim poverty, area-based admissions and school segregation, few stakeholders explicitly link Muslim education to issues of class and economic policy. Across all frames, the perceived scale of social processes generating injustice is blurry and contested. Social cohesion discourses sometimes inadvertently shift from the national to the local, and the value discourse mobilises global principles but characterises them as British. Scale- related discrepancies are especially salient in the frame of culture, where the aspiration to provide all students with a ‘broad and balanced curriculum’ nationwide is tempered by the willingness to give Muslim families an education that caters to their specific preferences. Beyond references to international migration, European and global processes are seldom mentioned in UK educational debates. Sex-specific policies and practices frequently constitute a flashpoint of conflict between various dimensions and scales of justice, situating female Muslim students at the centre of an ideological battlefield where the advocates of gender, national and religious recognition/reproduction seek to assert moral and political authority. 4 CONTENTS EXECUTIVE SUMMARY...................................................................................................................... 4 LIST OF ACRONYMS .......................................................................................................................... 6 1. INTRODUCTION ....................................................................................................................... 7 2. NATIONAL CONTEXT ................................................................................................................ 9 3. METHOLODOGY ..................................................................................................................... 13 4. MUSLIM EDUCATION AND SOCIAL COHESION ...................................................................... 16 4.1. The problem: segregation ........................................................................................... 16 4.2. The solution: mixing .................................................................................................... 21 4.3. Synthesis ....................................................................................................................
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