Muslim Families and the Teaching of Islam in an English Context: An Ethnographic Account of Crisis, Challenge and Change

Abstract

Purpose: This study aims to explore the role of the Muslim family in a region of Northern England as a model for teaching Islamic Education to children and adolescents,  and as a potentially important agency for preparing youth for successful religious and social participation in a challenging multi-faith society.

Design: The study is qualitative and uses both extended interviews, and an autoethnographic research approach. Part of the research sample of interviewed parents was selected from those who attended the same mosque as the father of “The Manchester Arena bomber”, for whom a religious upbringing and socialization had manifestly failed. Evidence for this research report was gathered through semi-participant observations, whilst working in different educational institutions in Greater Manchester, including schools and Islamic centres; and as a private tutor in Islam in Muslim homes for ten years. Evidence was also collected from ten in-depth semi-structured interviews with parents.

Findings: Qualitative analysis identified two high-order themes: the Muslim family’s contribution to the teaching of Islamic education, including their performance of duties as Islamic citizens; and the Muslim family’s key contribution to the religious upbringing of their children. Four middle-order themes emerged: the media used in transferring knowledge to children; the content of the transferred knowledge; the significance of the Muslim family in the process of religious upbringing; and the challenges limiting the role of the Muslim family’s effective socialization of their children. These findings have informed a set of recommendations for policymakers, practitioners, parents, and researchers.

Originality: This study offers unique, qualitative insights into how Muslim families in Northern England endeavour to provide children with a good foundation in Islamic principles, enabling them to be both Good Muslims, and Good Citizens.

Research Limitations: Reflecting an autoethnographic methodology,  findings may be confined to a region of Northern England, and to the individual value commitments of an Islamic studies teacher. The research could not adequately explain why a small proportion of Muslim youth commit themselves to acts of violence which are contrary to Islamic principles.

Practical Implications: The study demonstrates the strengths of the Muslim family in the diaspora, but also points to alienating forces which may create (or build on) psychological instability and mental illness in a small section of Islamic youth. The issue of Muslim mental health must be addressed by Mosque institutions.