Critical Race Theory and Islamophobia: Challenging Inequity in Higher Education

Autor/in	Gholami, Reza
Titel	Critical Race Theory and Islamophobia: Challenging Inequity in Higher Education
Quelle	In: Race, Ethnicity and Education, 24 (2021) 3, S.319-337 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-3324
DOI	10.1080/13613324.2021.1879770
Schlagwörter	Critical Theory; Race; Equal Education; Higher Education; Religious Discrimination; Islam; Minority Group Students; Racial Discrimination; Religious Factors; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Kritische Theorie; Rasse; Abstammung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Racial bias; Rassismus; Ausland; Großbritannien
Abstract	This paper engages with a dominant model of Islamophobia which gives race and racism primacy. It argues that such an approach is parochial, conceptually narrow and practically ineffective. I take as my case the UK's Muslim student awarding gap -- Muslims are currently the worst performing religious group at UK universities. Existing work explains this problem in terms of racism/Islamophobia. These factors are correctly identified, but a lack of analytical precision around race and religion has led strategies to fall back on 'standard' and largely ineffective ideas. I argue that racial "and religious disadvantage" must be understood separately, though intersectionally, through Critical Race Theory and the concept of 'religification'. Such an analysis sheds light on how institutional approaches to race and religion play a key role in the structuration and perpetuation of educational disadvantage for Muslim students. It also paves the way for more effective strategies for eradicating the awarding gap. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01