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Identity, Belief and Cultural Sustainability: A Case- Study of the Experiences of Jewish and Muslim Schools in the UK

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International Handbook of Learning, Teaching and Leading in Faith-Based Schools

Abstract

This chapter explores issues of identity and belief with reference to Jewish and Muslim schools in the UK. Discussion is informed by the views of Jewish and Muslim school community stakeholders who operate in a site in which cultural sustainability is part of the institutional ethos. The chapter provides: the context of the study; the nature of the research underpinning discussion; the experience of hostility from the wider community and evidence of anti-Semitism and Islamophobia; challenges around keeping the faith community safe; and coherence and alignment with national priorities in education.

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Author information

Authors and Affiliations

  1. Department of Education and Professional Studies, Faculty of Education and Health Science, University of Limerick, Plassey, Limerick, Ireland

    Marie Parker-Jenkins

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  1. Marie Parker-Jenkins
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Correspondence to Marie Parker-Jenkins .

Editor information

Editors and Affiliations

  1. Faculty of Education, Australian Catholic University, Melbourne, Victoria, Australia

    Judith D. Chapman

  2. Faculty of Education, Australian Catholic University, Melbourne, Victoria, Australia

    Sue McNamara

  3. Institute of Education, University of London, London, United Kingdom

    Michael J. Reiss

  4. Faculty of Education, Stellenbosch University, Stellenbosch, South Africa

    Yusef Waghid

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Parker-Jenkins, M. (2014). Identity, Belief and Cultural Sustainability: A Case- Study of the Experiences of Jewish and Muslim Schools in the UK. In: Chapman, J., McNamara, S., Reiss, M., Waghid, Y. (eds) International Handbook of Learning, Teaching and Leading in Faith-Based Schools. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-8972-1_8

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