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This edited collection brings together international leading scholars to explore why the education of Muslim students is globally associated with radicalisation, extremism and securitisation. The chapters address a wide range of topics, including neoliberal education policy and globalization; faith-based communities and Islamophobia; social mobility and inequality; securitisation and counter terrorism; and shifting youth representations. Educational sectors from a wide range of national settings are discussed, including the US, China, Turkey, Canada, Germany and the UK; this international focus enables comparative insights into emerging identities and subjectivities among young Muslim men and women across different educational institutions, and introduces the reader to the global diversity of a new generation of Muslim students who are creatively engaging with a rapidly changing twenty-first century education system. The book will appeal to those with an interest in race/ethnicity, Islamophobia, faith and multiculturalism, identity, and broader questions of education and social and global change.
List of contents
Introduction.- Chapter 1. Dangerous Radicals or Symbols of Crisis and Change: Re-Theorising the Status of Muslim Boys as a Threat to the Social Order; Farzana Shain.- Chapter 2. Late Modern Muslims: Theorising Islamic Identities amongst University Students; Paul Bagguley & Yasmin Hussain; Chapter 3. Education of Muslim Students in Turbulent Times; Saeeda Shah.- Chapter 4. Factoring in Faith Fairly: A Contribution from Critical Realism to the Authentic Framing of Muslims-in-Education; Matthew Wilkinson.- Chapter 5. Towards Multicultural, Multi-Religious European Societies? Schooling Turkish Students in Britain and Germany; Daniel Faas.- Chapter 6. "Uncivil" Activism: Arab, South Asian, and Afghan American Youth Politics after 9/11; Sunaina Maria.- Chapter 7. Schooling the Enemy Within: Politics and Pedagogy; Khawlah Ahmed.- Chapter 8. The Prevent Policy and the Values Discourse: Muslims and Racial Governmentality; Shamim Miah.- Chapter 9. Islamophobia in Quebec Secondary Schools: Inquiries into the Experiences of Muslim Male Youth Post-9/11; Naved Bakali.- Chapter 10. At the Intersection of Neoliberalism and Islam: Being a Muslim Woman in Turkish Universities; Pinar Enneli & Çaglar Enneli.- Chapter 11. Being Uyghur or Being Muslim? Identity Construction of Tertiary-Level Uyghur Students in China; Mingyue Gu & Xiaoyan Guo.- Chapter 12. Educating Muslim Students: Late Modernity, Masculinity, Inclusion/Exclusion and the Neoliberal School; Mairtin Mac an Ghaill & Chris Haywood.- Chapter 13. Muslim Narratives of Schooling in Britain: From "Paki" to the "Would-be-Terrorist"; Tania Saeed.
About the author
Máirtín Mac an Ghaill is Professor of Education at Newman University, UK. He is the author of
The Making of Men: Masculinities, Sexuality and Schooling
. He has published several books and articles with Chris Haywood, including
Men and Masculinities and Education
and
Masculinities: Social, Cultural and Global Transformations
. He is currently researching Muslim men and masculinities.
Chris Haywood is Senior Lecturer in Media and Cultural Studies at Newcastle University, UK. His main interest is men and masculinities, and he is currently exploring the emergence of new sexual cultures with a particular focus on anonymous sex with strangers. This is part of a broader study on men’s dating practices with a particular focus on mobile dating, online dating and speed dating. Overall, he is interested in pushing the conceptual limits of masculinity models to consider ways of gendering that are not reducible tomasculinity or femininity.
Summary
This edited collection brings together international leading scholars to explore why the education of Muslim students is globally associated with radicalisation, extremism and securitisation. The chapters address a wide range of topics, including neoliberal education policy and globalization; faith-based communities and Islamophobia; social mobility and inequality; securitisation and counter terrorism; and shifting youth representations. Educational sectors from a wide range of national settings are discussed, including the US, China, Turkey, Canada, Germany and the UK; this international focus enables comparative insights into emerging identities and subjectivities among young Muslim men and women across different educational institutions, and introduces the reader to the global diversity of a new generation of Muslim students who are creatively engaging with a rapidly changing twenty-first century education system. The book will appeal to those with an interest in race/ethnicity, Islamophobia, faith and multiculturalism, identity, and broader questions of education and social and global change.
