The DOI matches its Crossref record.
Islamic Education in Britain: New Pluralist Paradigms
Open accessAbstract
The Western world often fears many aspects of Islam, without the knowledge to move forward. On the other hand, there are sustained and complex debates within Islam about how to live in the modern world with faith. Alison Scott-Baumann and Sariya Contractor-Cheruvallil here propose solutions to both dilemmas, with a particular emphasis on the role of women. Challenging existing beliefs about Islam in Britain, this book offers a paradigm shift based on research conducted over 15 years. The educational needs within several groups of British Muslims were explored, resulting in the need to offer critical analysis of the provision for the study of classical Islamic Theology in Britain. Islamic Education in Britain responds to the dissatisfaction among many young Muslim men and women with the theological/secular split, and their desire for courses that provide combinations of these two strands of their lived experience as Muslim British citizens. Grounded in empirical
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“Considering experiences from the United Kingdom (Gilliat-Ray et al. 2013;Scott-Baumann and Cheruvallil-Contractor 2015), Netherlands (Boender 2013), recent developments in Norway (Grung 2021;Danbolt et al. 2021), and elsewhere, educators are also looking to labour market expectations and student motivations to calibrate their Muslim religious leadership and chaplaincy education programmes.”
From An American Example of Islamic Chaplaincy Education for the European Context (2021) · cites this paper as Scott-Baumann and Cheruvallil-Contractor 2015
Citations
Cites
Still being checked.
Cited by
An American Example of Islamic Chaplaincy Education for the European Context
Vinding, N. V. (2021) · Religions · doi:10.3390/rel12110969 · Cited by 5
Metadata
- Authors
- Scott-Baumann, A., & Cheruvallil-Contractor, S.
- Venue
- Bloomsbury Academic eBooks
- Publisher
- Bloomsbury Academic
- Published
- 2015
- OpenAlex
- W2178044997
- Cited by
- 27
- References
- 0
- Citations by year
- 2025: 1 · 2023: 3 · 2021: 2 · 2020: 12 · 2019: 6 · 2018: 3
- FWCI
- 1.84
- Type
- book
- Language
- en
- Open access
- Licence
- cc-by
- Locations
- Bloomsbury Academic eBooks (publishedVersion)
- SOAS Research Online (SOAS University of London) (submittedVersion)
- Coventry University Open Collections (Coventry university) (submittedVersion)
- Pure (Coventry University) (submittedVersion)
- SOAS Research Online (SOAS University of London) (submittedVersion, cc-by)
- The Open Collections (Coventry University) (submittedVersion)
- Topics
- Social Sciences › Education › Education and Islamic Studies
- Social Sciences › Education › Religious Education and Schools
- Social Sciences › Political Science and International Relations › Islamic Studies and History
- Keywords
- Islamic education, British Muslims, Islamic theology, religious pluralism, women in Islam, Muslim youth, Muslim citizenship, religious education curriculum, Islamophobia
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
