Identification and Disidentification in Reported Schooling Experiences of Adolescent Muslims in England

Autor/inn/en	Moulin-Stozek, Daniel; Schirr, Bertram J.
Titel	Identification and Disidentification in Reported Schooling Experiences of Adolescent Muslims in England
Quelle	In: Oxford Review of Education, 43 (2017) 5, S.580-595 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Moulin-Stozek, Daniel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-4985
DOI	10.1080/03054985.2017.1352353
Schlagwörter	Foreign Countries; Muslims; Adolescents; Identification; Educational Experience; Interviews; Self Concept; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Muslim; Muslimin; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Identifikation; Identifizierung; Bildungserfahrung; Interviewing; Interviewtechnik; Selbstkonzept
Abstract	Acts of terrorism, moral panics, and negative stereotypes contribute to racialised and Islamophobic ascriptions of Muslimness in Western contexts. In educational institutions such representations occur in the curriculum, in conflict between peers, and in prejudiced and discriminatory behaviour of teachers. For adolescents identified or self-identifying as Muslims in schools, these challenges have been interpreted as cues that prompt identification processes, such as identity declaration, internal seeking, and religification. This paper contributes to this theoretical framework by suggesting that the concept of disidentification may provide further insights into the multi-faceted aspects of Muslimness as a minoritised identity and individuals' negotiation of them. Disidentification includes disassociation with Islam, and shifts in self-positioning in regard to representations of Islam and minoritised conferrals related to it. Using rich interview data generated with adolescents in England, we argue that different ways of self-understanding and self-representing a minority identity contribute to the contestation of Muslimness in the form of both identifying and disidentifying behaviours and discourses. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01