Religious Education at Crossroads in the UK: Muslim Responses to Registration, Regulation and Inspection

Mogra, Imran (2017) Religious Education at Crossroads in the UK: Muslim Responses to Registration, Regulation and Inspection. Journal of Muslim Minority Affairs. ISSN 13602004 (ISSN) (Submitted)

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Abstract

Madrasah education is the bedrock of Muslim communities the world over. They are established, in essence, for the religious, spiritual, moral and social development of Muslim children. Recently, the Department for Education in the UK issued a call for evidence for requiring certain out-of-school settings to be registered, regulated and inspected. Responses to this proposal have been varied, some welcoming it whilst others expressed serious concerns. This paper explores the trends in the responses made to these proposal by three Muslim organisations. It begins by providing a nuanced understanding of the terms maktab and madrasah and shows that the call is not a new one at all. Thereafter, the worry of many politicians, educators and faith groups are considered. The findings reveal that Muslim organisations support and welcome measures to strengthen the safeguarding and well-being of children. However, a summative analysis of their responses reveals that they have serious concerns about many aspects of the proposal and the context within which it has been conceived.

Item Type: Article
Subjects: V600 Theology and Religious studies
X900 Others in Education
Divisions: Faculty of Health, Education and Life Sciences > Centre for Study of Practice and Culture in Education (C-SPACE) > Re-thinking Childhood
Faculty of Health, Education and Life Sciences > Centre for Study of Practice and Culture in Education (C-SPACE) > Re-thinking Practitioner Education and Professional Practice
Faculty of Health, Education and Life Sciences > School of Education and Social Work
UoA Collections > UoA25: Education
Depositing User: Imran Mogra
Date Deposited: 05 Dec 2017 10:35
Last Modified: 05 Dec 2017 10:35
URI: http://www.open-access.bcu.ac.uk/id/eprint/5365

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