Muslim migrants who arrived in Britain from the early 1960s established Maktabs to serve the educational needs of Muslim children. For over half a century these Deobandi Maktabs have continued to serve the needs of Muslim children, yet there is little academic research on the day-to-day workings of Maktab institutions. This research sets out to address the current paucity of research on Deobandi Maktab education. With access to a range of Deobandi Maktabs in the North of England, this research examines the differing educational pedagogies deployed at these Maktabs and looks to make sense of these approaches whilst considering its place in the broader Deobandi tradition. This research uses a multi-method approach including observations, interviews, and a content analysis of the curriculum. This research also draws upon a range of sources including English, Urdu and Arabic and uses Qasim Zaman’s custodian of change theory as a theoretical framework to make sense of the data. In short, Deobandi Maktab education is not a monolith and this research looks to capture these nuances and subtleties whilst also mapping the pedagogical challenges and opportunities that the Covid-19 pandemic presented. This thesis will be of interest to educationalist, policy makers and those involved in Maktab education.
Date of Award | 22 Apr 2024 |
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Original language | English |
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Supervisor | Shamim Miah (Main Supervisor) & Jim Reid (Co-Supervisor) |
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