Ethnography, Methodological Autonomy and Self-Representational Space: A Reflexive Millennial Generation of Muslim Young Men

Autor/inn/en	Mac an Ghaill, Mairtin; Haywood, Chris
Titel	Ethnography, Methodological Autonomy and Self-Representational Space: A Reflexive Millennial Generation of Muslim Young Men
Quelle	In: Ethnography and Education, 16 (2021) 4, S.457-474 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mac an Ghaill, Mairtin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1745 -7823
DOI	10.1080/17457823.2021.1935287
Schlagwörter	Muslims; Males; Personal Autonomy; Cultural Pluralism; Ethnography; Social Bias; Terrorism; Antisocial Behavior; Educational Policy; Foreign Countries; Educational Environment; Masculinity; Age Groups; Young Adults; Educational Experience; Neighborhoods; Social Change; Teaching Methods; Social Values; Islam; Religious Factors; Educational Change; Educational Administration; Neoliberalism; United Kingdom (Birmingham) + Suchen Sie Ihr Suchwort? Muslim; Muslimin; Male; Männliches Geschlecht; Individuelle Autonomie; Kulturpluralismus; Ethnografie; Terrorismus; Politics of education; Bildungspolitik; Ausland; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Männlichkeit; Age grop; Altersgruppe; Young adult; Junger Erwachsener; Bildungserfahrung; Neighbourhoods; Nachbarschaft; Sozialer Wandel; Teaching method; Lehrmethode; Unterrichtsmethode; Sozialer Wert; Bildungsreform; Bildungsverwaltung; Schuladministration; Schulverwaltung; Neo-liberalism; Neoliberalismus
Abstract	Within British schools over the last few decades, we have witnessed a policy move from multi-culturalism to counter-radicalization. In response, this article examines an ethnographic project that illustrates both the relative autonomy of methodology from broader theoretical and substantive questions, as well as the internal creative logic of methodology grounded in the research process. Importantly, the research participants claimed, in contrast to the securitised regime that circumscribed their lives as a 'suspect community' closing down critical discussion in the public sphere, their (ethnographic) engagement in the field enabled them to inhabit alternative representational spaces to the dominant public framing of young Muslims as dangerous men. Ethnography, with its attendant immersion research methods, created the time and space to open up complex explorations of the research participants' emerging understandings, meanings and performances of school life for their generation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01