This systematic review examines the understanding, production, and experiences of Islamic identity among post-primary students in British educational contexts. The study identifies key factors influencing Islamic identity, examines the role of the educational environment, and understands the challenges and opportunities faced by Muslim students. The research methodology involved a thorough search of databases, resulting in 22 articles selected for detailed analysis. The findings reveal that Islamic identity among post-primary students in the UK is characterized by hybridity, transnationalism, generational differences, and intersectionality. Students often navigate multiple identities influenced by their cultural background, religious beliefs, family expectations, and the broader socio-political environment. The interplay between cultural and religious identity is a significant theme, highlighting how students' self-perception is shaped by their dual identities. Institutional influences, such as school policies, curricula, and teacher attitudes, can either facilitate or hinder the expression of Islamic identity. Peer interactions play a crucial role, with both supportive and discriminatory dynamics impacting students' experiences. The review also examines how students negotiate their multiple identities in a multicultural setting, employing strategies of resistance, adaptation, and integration

Authors:
Fithrah Ansar, Queen's University Belfast, United Kingdom

About the Presenter(s)
Fithrah Auliya Ansar is currently a third year PhD student in education at the Queen's University Belfast, Northern Ireland, United Kingdom.

See this presentation on the full schedule – Wednesday Schedule

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