Educating Muslim Students: Late Modernity, Masculinity, Inclusion/Exclusion and the Neo-liberal School
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Mac an Ghaill and Haywood explore late modern Muslim young men’s experiences of schooling to examine what inclusion/exclusion means to them. Qualitative research was undertaken with 48 Pakistani and Bangladeshi young men living in areas of the West Midlands, England. The young men highlighted three key areas: the emergence of a schooling regime operating through neo-liberal principles, the recognition of class difference between themselves and teachers and their awareness of how racialization operated through codes of masculinity. In conclusion, it is argued that research on issues of inclusion/exclusion should be cautious when interpreting new forms of class identity through conventional categories of ethnicity.
KeywordsReligious Identity Class Difference Muslim Student Muslim Girl Trouble Maker
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