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Muslim Schools and the Teaching of Citizenship University of Huddersfield Repository Al-Refai, Nader Muslim schools and the teaching of citizenship Original Citation Al-Refai, Nader (2007) Muslim schools and the teaching of citizenship. Masters thesis, University of Huddersfield. This version is available at http://eprints.hud.ac.uk/id/eprint/351/ The University Repository is a digital collection of the research output of the University, available on Open Access. Copyright and Moral Rights for the items on this site are retained by the individual author and/or other copyright owners. Users may access full items free of charge; copies of full text items generally can be reproduced, displayed or performed and given to third parties in any format or medium for personal research or study, educational or not-for-profit purposes without prior permission or charge, provided: • The authors, title and full bibliographic details is credited in any copy; • A hyperlink and/or URL is included for the original metadata page; and • The content is not changed in any way. For more information, including our policy and submission procedure, please contact the Repository Team at: [email protected]. http://eprints.hud.ac.uk/ Muslim Schools and the Teaching of Citizenship by Nader S. M. Al-Refai A thesis submitted to the University of Huddersfield in partial fulfilment of the requirements for the Degree of Master of Philosophy 2007 Abstract The links between Islam and the teaching of citizenship in Muslim schools, and in state schools containing Muslim pupils have been explored using the perceptions of students and teachers in a sample of such schools. The delivery of citizenship instruction in Muslim schools, attitudes towards its teaching, and its connection with Islam has been the areas of primary focus. A combination of interviews and questionnaires was used to gain information from 332 pupils (199 in Muslim schools and 137 in state schools), 28 teachers (15 in Muslim schools and 13 in state schools), 8 head teachers (5 in Muslim schools and 3 in state schools), and 6 community and religious leaders. The teaching of citizenship in both Muslim and state schools faces a number of challenges such as time provision, resources, staffing, training, administration, and assessment. In Muslim schools the religious perspective is taught alongside the National Curriculum for citizenship instruction. However, teaching the Muslim perspective on citizenship involves certain difficulties in terms of curriculum development and resources. There is at present, therefore, a great need to revise and develop the citizenship curriculum in both Muslim and state schools. It is apparent that a large part of the sample in both Muslim and state schools, including pupils, teachers, as well as religious and community leaders believe that teaching citizenship in schools is important to pupils’ education. Most of the pupils in the sample believe that studying citizenship helps pupils become aware of their role in society, and to become good citizens. Citizenship lessons seem to be enjoyable for the majority of pupils, although these views may be based on sample selection and bias. Muslim pupils appear to have a preference for instruction on citizenship to be given by a Muslim teacher who reflects Islamic values. In Muslim schools pupils are subject to religious influence in terms of prosocial behaviours and positive attitudes towards others, whatever their ethnicity or faith. These schools appear to be rather successful in building their pupils’ value systems. Islamic Studies and lessons in the Quran are often used to support the teaching of citizenship, and this too appears to be quite successful. Muslim schools are therefore judged to have the potential for the development and evolution of a new form of Muslim national identity within Britain through citizenship education, in useful and meaningful ways, given the difficulties encountered in the delivery of citizenship education in schools of all types according to the Ofsted (2006) review. ii Dedication I dedicate this work to the most influential people in my life: TO The final prophet (pbuh) who stated that: “The best among you are those who are best to their families” TO Those who shed tears when I was in hardship My dear respected parents and parents-in-law; My beloved and faithful wife Somia; My sweetie daughter Noor who is caring about her new brother Ammar; And to my brothers and sisters iii Acknowledgment “My Lord! Grant me the power and ability that I may be grateful for Your Favours which You have bestowed on me and on my parents, and that I may do righteous good deeds that will please You, and admit me by Your Mercy among Your righteous slaves” (Quran , 27:19). All praise is to God for enabling me to fulfil the requirements of this study. I would like to sincerely thank Stan Gunn and Paul Oliver at the University of Huddersfield, who gave me valuable advice, assistance and encouragement throughout this project. Thanks also go to Professor Cedric Cullingford the Head of Research at the University of Huddersfield for his positive suggestions and continuous encouragement during my study. Thanks also go to Professor Gajendra Verma, University of Manchester, and Professor Christopher Bagley, University of Southampton for their support and advice during the time of doing the revisions and their valuable opinion in assessing the current work. I am deeply indebted to my parents and parents-in-law for their continuous help, encouragement and support. I would also like to thank my wife for her patience, support, and love during the years of study; and my thanks go to all my friends and colleagues who supported and helped me to complete this project. Nader Al-Refai iv List of Abbreviations AMS Association of Muslim Schools CE Citizenship Education CRE Commission for Racial Equality DfEE Department for Education and Employment DfES Department for Education and Skills ESD Education for Sustainable Development FOSIS Federation of Students’ Islamic Societies ICT Information Communication Technology IEA The International Association for the Evaluation of Educational Achievement INSET In Service Teacher Training IT Information Technology LEA Local Education Authorities MCB The Muslim Council of Britain MET Muslim Education Trust MS Muslim schools NC National Curriculum NMEC National Muslim Education Council OFSTED Office for Standards in Education PBUH Peace Be Upon Him PSHE Personal, Social and Health Education QCA Qualifications and Curriculum Authority RE Religious Education SACRE Standing Advisory Committee on Religious Education SS State schools TIDE Teachers in Development Education TTA Teacher Training Agency UKACIA The UK Action Committee on Islamic Affairs UKIM The UK Islamic Mission UMO The Union of Muslim Organizations v The Table of Contents Abstract............................................................................................................................ ii Dedication.......................................................................................................................iii Acknowledgment ............................................................................................................ iv List of Abbreviations ....................................................................................................... v The Table of Contents..................................................................................................... vi List of tables.................................................................................................................... xi 1. Chapter one: Introduction and statement of the problem................................. 3 1.1. The context of the research................................................................................ 3 1.1.1. Muslim presence in Britain................................................................................ 4 1.1.2. Identity and religion........................................................................................... 5 1.1.3. English education system................................................................................... 6 1.1.4. Muslim education system.................................................................................. 6 1.1.5. Faith, identity and citizenship............................................................................ 6 1.2. Citizenship ......................................................................................................... 7 1.2.1. What assumptions lie behind the notion of citizenship?.................................... 8 1.2.2. Why do we teach citizenship? ........................................................................... 8 1.2.3. British government initiatives on citizenship .................................................... 9 1.3. Muslim schools................................................................................................ 11 1.3.1. What kind of Muslim schools do we have?..................................................... 11 1.3.2. The number of pupils in Muslim schools ........................................................ 11 1.3.3. Arguments for and against faith schools.......................................................... 12 1.3.4. The government and the faith schools ............................................................. 15 1.4. Why is this particular topic being researched? ................................................ 16 1.5. Why is teaching citizenship important?..........................................................
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