Research suggests that discourses around Muslim girls position them as having ‘wasted potential’ (Archer, 2002) and being oppressed by parental expectations around marriage (Basit, 1995/1996). In contrast, when talking about their aspirations Muslim girls themselves draw on discourses around personal choice within the bounds of parental expectations (Archer, 2002; Ahmad, 2001). This study explores the discourses used by teachers and Muslim girls, how Muslim girls are positioned within these discourses, and the implications for Muslim girls’ experiences in school. Foucauldian Discourse Analysis (as described by Willig, 2008) is used to analyse semi-structured interview data from five teachers and focus group data from five Muslim girls in year 9. Discussions around race in relation to the practice of Educational Psychologists are rare, and so the usefulness of a discursive approach to the practice of Educational Psychologists in relation to race is also discussed.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:583132 |
| Date | January 2013 |
| Creators | Hewett, Ruth Elizabeth |
| Publisher | University of Birmingham |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://etheses.bham.ac.uk//id/eprint/4592/ |
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