Navigating the unequal education space in post-9/11 England: British Muslim girls talk about their educational aspirations and future expectations

Shain, Farzana. 2020. Navigating the unequal education space in post-9/11 England: British Muslim girls talk about their educational aspirations and future expectations. Educational Philosophy and Theory, pp. 1-18. ISSN 0013-1857 [Article]

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Abstract or Description

This paper explores educational inequalities through an analysis of the educational aspirations and future expectations of British girls and young women who identify as Muslim. It draws on qualitative interviews and focus group discussions with teen girls (aged 13-19) and young women in their early 20s living in the north and south of England, the first generation to be considering their future options in the immediate aftermath of the Brexit referendum. The analysis reveals contradictions at the heart of the UK education system in that while girls are being encouraged to aim high, to be aspirational and successful, they are also tasked with accepting responsibility for the structural and racialised disadvantage that prevents many Muslim women from translating educational success into labour market advantage. The priority given to educational attainment within the current UK education system leaves little space to prepare young women to deal with the potential disadvantage they may face in the labour market. When it comes to the racialised disadvantage that Muslims and minorities face in a post-9/11 and post Brexit referendum climate, the research revealed gaps and silences which have the effect of responsibilising Muslims students for terrorist incidents when they occurred.

Item Type:

Article

Identification Number (DOI):

https://doi.org/10.1080/00131857.2020.1769604

Keywords:

British Muslim girls; aspirations; neoliberal education; 9/11; Brexit British Muslim girls; aspirations; neoliberal education;9/11/'war on terror' ; Brexit

Related URLs:

Departments, Centres and Research Units:

Educational Studies

Dates:

DateEvent
24 March 2020Accepted
25 May 2020Published Online

Item ID:

28285

Date Deposited:

16 Apr 2020 11:39

Last Modified:

10 Jun 2021 21:18

Peer Reviewed:

Yes, this version has been peer-reviewed.

URI:

https://research.gold.ac.uk/id/eprint/28285

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