- Paperback / softback, 152 pages, 234 mm x 156 mm
- 31 Jan 2017
- Trentham Books
This book brings the voices of Muslim mothers into the discourse on parent–school relations. What they say is essential reading for teachers, student teachers, sociology of education students, policymakers and those working with families.
Suma Din's study gives voice to over 50 women from a wide range of African, Arab and Asian backgrounds, all social classes, some of them immigrants but many of them born in the UK. They speak about the hijab, choice of schools, religious festivals, the curriculum, the Prevent strategy, sex and relationship education and much else.
The book sheds light on their identities, experiences and challenges as they support their children through state schools in Britain.
Suma Din is a writer, researcher and educator who has worked with parents in the Adult Learning sector. She has over two decades' experience in the voluntary sector, supporting women and children's projects and interfaith work.
CONTENTS: 1. In sight and in mind: Finding the mother; 2. Who and how?; 3. Hide and seek: The re-searched and the searcher; 4. Identities, education and school choice; 5. Home–school relationships: From playground pariahs to inclusion governor; 6. Who’s watching who? Parents’ evening, SRE and security; 7. Narrative bridges
'In the wake of the hysteria of school jihadi brides and terrorist sons this timely and well researched book "lifts the veil" on the mythology of "bad Muslim mothers" with powerful stories of love and educational commitment against the odds.'
‘This groundbreaking book gives us a rare and compelling insight into the views of Muslim mothers about their children's education at a time when there is a paucity of research in this area. It is an essential read for all professionals who work in education and wish to understand better the needs of the increasingly diverse pupil population they serve.’
'Suma Din has penned an exceptional book that rightfully explores an important area of research and policy thinking. The findings of her study are of great importance, not just to policymakers but also Muslim communities in general. The voices of Muslim women in relation to their children’s schooling are told in an articulate and insightful manner, all in a process to help improve understanding, trust and engagement. This book is highly recommended for teachers, parents, policymakers and researchers, all working away to understand the myriad issues facing mothers, children and the education system.'