Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.790232
Title: Faith, culture and community : the educational experiences of six young Muslim women from London and New York City
Author: Vincent, K.
Awarding Body: UCL (University College London)
Current Institution: University College London (University of London)
Date of Award: 2016
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Abstract:
This thesis study focuses on six young Muslim women, three living in London and three living in New York City. At the time the research was carried out, the participants were between 17 and 19 years old. They came from various ethnic and national backgrounds, though all had at least one parent who was born in a Muslim majority country who had subsequently migrated to either the US or the UK. The thesis explores how these young women experienced schooling in London and New York during the early years of the twenty-first century, in the context of increased tension and anxiety about Muslims living in the West following the 9/11 attacks. It foregrounds the voices of the young women themselves, examining their own accounts of the ways in which they negotiate issues of faith, culture and community. Drawing on postcolonial, critical and feminist approaches, the study explores the complex negotiations around selfhood and subjectivity in which the participants are involved, as young Muslim women growing up in the West. It asks how they are positioned within the education system and how they respond to this positioning, examining the strategies employed by the participants to construct coherent and meaningful identities within a potentially confusing and disturbing context. A number of themes emerged in the study about the participants' experiences of faith, culture and community within the UK and US education systems. These include the importance of religious and spiritual practices, the desire of participants to combine affiliation with Islam with affiliation to British or American identities, and their struggle to find a sense of belonging within educational contexts that privilege particular sets of experiences and heritages.
Supervisor: Walters, S. Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.790232  DOI: Not available
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