Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
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TY - JOUR
T1 - Towards Contextualized Islamic Leadership: Paraguiding and the Universities and Muslim Seminaries Project (UMSEP)
AU - Scott-Baumann, Alison
AU - Ebbiary, Alyaa Ahmed
AU - Ad Duha Mohammad, Shams
AU - Dhorat, Safiyya
AU - Begum, Shahanaz
AU - Pandor, Hasan
AU - Stolyar, Julia
PY - 2019/12/5
Y1 - 2019/12/5
N2 - The Universities and Muslim Seminaries Project (UMSEP) addresses three key issues in the narrative of Muslim communal identity and religious leadership in Britain today: firstly, the need for the accreditation of Darul Ulooms (Muslim seminaries) and external validation of their programmes; secondly, understanding the career trajectories of Darul Uloom graduates, and exploring good practice; thirdly, understanding emerging leadership models in the British Muslim community. This project is a community-led, positive response to a large Arts and Humanities Research Council (AHRC)-funded research project (Re/presenting Islam on campus) conducted between 2015–2018, which identified discrimination against Muslim staff and students and the politicization of their identity due to counter terror securitisation measures. The community project summarized here in interim form proposes powerful and informed antidotes to discrimination: pathways to mutual recognition in higher education. We used interviews, workshops, and surveys and triangulated our findings to draw our draft conclusions. Firstly, we found enough interest in universities and Darul Ulooms to proceed with accreditation for an Islamic course with the same standing as a degree. Secondly, we identified barriers to career pathways for Muslims. Thirdly, we developed new models of Muslim community leadership, most notably Muslim chaplaincy with spiritual components: a career path with specific significance for Muslim women.
AB - The Universities and Muslim Seminaries Project (UMSEP) addresses three key issues in the narrative of Muslim communal identity and religious leadership in Britain today: firstly, the need for the accreditation of Darul Ulooms (Muslim seminaries) and external validation of their programmes; secondly, understanding the career trajectories of Darul Uloom graduates, and exploring good practice; thirdly, understanding emerging leadership models in the British Muslim community. This project is a community-led, positive response to a large Arts and Humanities Research Council (AHRC)-funded research project (Re/presenting Islam on campus) conducted between 2015–2018, which identified discrimination against Muslim staff and students and the politicization of their identity due to counter terror securitisation measures. The community project summarized here in interim form proposes powerful and informed antidotes to discrimination: pathways to mutual recognition in higher education. We used interviews, workshops, and surveys and triangulated our findings to draw our draft conclusions. Firstly, we found enough interest in universities and Darul Ulooms to proceed with accreditation for an Islamic course with the same standing as a degree. Secondly, we identified barriers to career pathways for Muslims. Thirdly, we developed new models of Muslim community leadership, most notably Muslim chaplaincy with spiritual components: a career path with specific significance for Muslim women.
U2 - 10.3390/rel10120662
DO - 10.3390/rel10120662
M3 - Journal article
VL - 10
JO - Religions
JF - Religions
SN - 2077-1444
IS - 12
M1 - 662
ER -