Identification and disidentification in reported schooling experiences of adolescent Muslims in England

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Identification and disidentification in reported schooling experiences of adolescent Muslims in England. / Moulin-stożek, Daniel; Schirr, Bertram J.

In: Oxford Review of Education, Vol. 43, No. 5, 04.10.2017, p. 580-595.

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@article{5d003b62bd8a45f8bba5767ab45c1e93,
title = "Identification and disidentification in reported schooling experiences of adolescent Muslims in England",
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{\textquoteright} 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.",
keywords = "identity , disidentification, Muslim, Islam, adolescents, schooling, religification",
author = "Daniel Moulin-sto{\.z}ek and Schirr, {Bertram J.}",
note = "Special issue: Muslims, schooling and the limits of religious identity",
year = "2017",
month = oct,
day = "4",
doi = "10.1080/03054985.2017.1352353",
language = "English",
volume = "43",
pages = "580--595",
journal = "Oxford Review of Education",
issn = "0305-4985",
publisher = "Taylor & Francis",
number = "5",

}

RIS

TY - JOUR

T1 - Identification and disidentification in reported schooling experiences of adolescent Muslims in England

AU - Moulin-stożek, Daniel

AU - Schirr, Bertram J.

N1 - Special issue: Muslims, schooling and the limits of religious identity

PY - 2017/10/4

Y1 - 2017/10/4

N2 - 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.

AB - 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.

KW - identity

KW - disidentification

KW - Muslim

KW - Islam

KW - adolescents

KW - schooling

KW - religification

U2 - 10.1080/03054985.2017.1352353

DO - 10.1080/03054985.2017.1352353

M3 - Article

VL - 43

SP - 580

EP - 595

JO - Oxford Review of Education

JF - Oxford Review of Education

SN - 0305-4985

IS - 5

ER -