PART 2: A REVIEW ‘A SUPERB READ’
Posted on 1st February 2018
Muslim Teachers’ Association February 2018
Thank you to the Muslim Teachers’ Association for a varied and productive event for networking and learning about their work. This AGM provided a platform for a diverse group of activists and writers, educators and scholars to experience the uplifting message of Maurice Coles and Compassionate Schooling, participate in interactive sessions led by guest speakers and share information on our projects. A short introduction to MMCS was warmly received which resulted in further reviews and this particularly detailed one by Dr Haynes below:
‘This book is well worth perusing. Din undertook this research as a Muslim mother and educator; her insider researcher position is evident adding value to the work. Her writing makes for a superb read: her ideas flow smoothly and logically while presenting a thoroughly theoretically underpinned discourse. While Din is a first time researcher she eloquently takes the reader through each step of the methodology enabling greater comprehension and replicability. For this reason I would strongly recommend that those new to education research should read this book.
The critical point of this work is that the voices of over 50 Muslim Mothers, from five locations across England, can be heard. As a teacher I learnt so many things and made me think, deeply, about ways that could enable addressing communication issues between school and home. Din’s analysis of the qualitative data is reflexive and grounded from a constructivist point of departure.
The final chapter ‘Narrative bridges’ provides the reader with valuable strategies to take this work forward. For example there is a sub-section on ‘Regarding and re-guarding capital’ that reiterated just one of the many significant messages captured in this work; ‘Retrospective, introspective: perspective’ is another such sub-section. While this work highlights the voices of Muslim Mothers, many of the views resonate with me, also from a different cultural background. These views could provide a useful framework for deconstruction in a workshop with staff and/or parents and even members of the community.
This book is a must for teachers and headteachers, other educators and researchers: the message is powerful, whilst being erudite.’
— Dr Lyn Haynes, Faculty of Education, Canterbury Christ Church University
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