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Title: Islamic education and single-sex schooling : an investigation into the motivations of Muslim parents when sending their children to Islamic schools
Author: El-Aswed, Masauda
ISNI:       0000 0004 5370 4802
Awarding Body: University of Sheffield
Current Institution: University of Sheffield
Date of Award: 2014
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In recent years, Britain has witnessed an increase in the number of Islamic schools, at primary and secondary levels. This phenomenon of religiously-based schools is not new to British society. Christian and Jewish faith schools are well and long established and widespread. Some Muslim parents look for an Islamic school for their children. This study seeks to find out why. What is it that they think is lacking in state school education? In this thesis I explore the debate over Muslim parents' motivations for sending their children to Islamic schools and examine what this type of school can offer their children which state schools cannot offer. Qualitative data was collected for this study to identify some Muslim parents' reasons for sending their daughters and sons to Islamic schools. The data consisted of a questionnaire and interviews conducted with parents who had children in two case study Islamic schools, one for boys and the other for girls. This research is needed because the opinions of these parents, directly involved, have not been methodically researched so far. By analysing the real arguments, we can gain insights into the difficulties underlying this debate. This data also permits me to explore how the issue of Islamic schooling relates to broader questions about minority communities' responsibilities, rights and forms of belonging in multicultural societies. The analysis shows that the most important motivations for Muslim parents who send their children to Islamic schools are a good education broadly understood, Islamic identity and culture and single-sex education.
Supervisor: Rosowsky, Andrey Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available