On Being a Muslim Teacher in England

This article charts a new area in Muslim educational thought by providing insights into perspectives held by Muslim primary state-school teachers in England regarding teachers and teaching. It attempts to explore themes, in the context of education, related to the evolving relationship between fait...

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Autor principal: Dr. Imran Mogra
Formato: article
Lenguaje:EN
Publicado: International Institute of Islamic Thought 2011
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Acceso en línea:https://doaj.org/article/0d991b6c582b4139aed5c43e6318c92d
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spelling oai:doaj.org-article:0d991b6c582b4139aed5c43e6318c92d2021-12-02T19:41:27ZOn Being a Muslim Teacher in England10.35632/ajis.v28i2.3422690-37332690-3741https://doaj.org/article/0d991b6c582b4139aed5c43e6318c92d2011-04-01T00:00:00Zhttps://www.ajis.org/index.php/ajiss/article/view/342https://doaj.org/toc/2690-3733https://doaj.org/toc/2690-3741 This article charts a new area in Muslim educational thought by providing insights into perspectives held by Muslim primary state-school teachers in England regarding teachers and teaching. It attempts to explore themes, in the context of education, related to the evolving relationship between faith and professionalism. Drawing on data from research conducted using a life-history approach to discover the experiences of these teachers, it examines the dynamics of teacher identity and the role of faith in schooling. The findings indicate that faith is important to these teachers in relation to their work, although fundamental distinctions exist about its role. “Ideal teachers” are conceptualized in terms of the religion and teaching. From a teacher’s perspective, their narratives give the perception that from various standpoints, Muhammad (ṢAAS) is considered as an ideal teacher and a model. Their interpretation of the meaning of being a Muslim teacher reflects a heterogeneous understanding, and it affects some of their thinking in the classroom. The article concludes, cautiously, that for these Muslim teachers, while the centrality of faith is significant in their lives, there does not appear to be a necessary transference of being a Muslim and having a faith position into being a teacher. Apparently, their foremost concern is teaching, and successful teaching is achieved by maintaining their integrity and that of the children they teach. Some teachers among them are able to meet their faith requirements through the guidelines provided by their faith. Guidelines from faith perspectives need to be understood by school leaders in order to assist teachers from all communities to be comfortable with their faith in a school environment. Dr. Imran MograInternational Institute of Islamic ThoughtarticleIslamBP1-253ENAmerican Journal of Islam and Society, Vol 28, Iss 2 (2011)
institution DOAJ
collection DOAJ
language EN
topic Islam
BP1-253
spellingShingle Islam
BP1-253
Dr. Imran Mogra
On Being a Muslim Teacher in England
description This article charts a new area in Muslim educational thought by providing insights into perspectives held by Muslim primary state-school teachers in England regarding teachers and teaching. It attempts to explore themes, in the context of education, related to the evolving relationship between faith and professionalism. Drawing on data from research conducted using a life-history approach to discover the experiences of these teachers, it examines the dynamics of teacher identity and the role of faith in schooling. The findings indicate that faith is important to these teachers in relation to their work, although fundamental distinctions exist about its role. “Ideal teachers” are conceptualized in terms of the religion and teaching. From a teacher’s perspective, their narratives give the perception that from various standpoints, Muhammad (ṢAAS) is considered as an ideal teacher and a model. Their interpretation of the meaning of being a Muslim teacher reflects a heterogeneous understanding, and it affects some of their thinking in the classroom. The article concludes, cautiously, that for these Muslim teachers, while the centrality of faith is significant in their lives, there does not appear to be a necessary transference of being a Muslim and having a faith position into being a teacher. Apparently, their foremost concern is teaching, and successful teaching is achieved by maintaining their integrity and that of the children they teach. Some teachers among them are able to meet their faith requirements through the guidelines provided by their faith. Guidelines from faith perspectives need to be understood by school leaders in order to assist teachers from all communities to be comfortable with their faith in a school environment.
format article
author Dr. Imran Mogra
author_facet Dr. Imran Mogra
author_sort Dr. Imran Mogra
title On Being a Muslim Teacher in England
title_short On Being a Muslim Teacher in England
title_full On Being a Muslim Teacher in England
title_fullStr On Being a Muslim Teacher in England
title_full_unstemmed On Being a Muslim Teacher in England
title_sort on being a muslim teacher in england
publisher International Institute of Islamic Thought
publishDate 2011
url https://doaj.org/article/0d991b6c582b4139aed5c43e6318c92d
work_keys_str_mv AT drimranmogra onbeingamuslimteacherinengland
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