Situatedness of School Choice among Muslim Students: An Intersectional Approach

Autor/inn/en	Amatullah, Shaima; Dixit, Shalini
Titel	Situatedness of School Choice among Muslim Students: An Intersectional Approach
Quelle	In: Contemporary Education Dialogue, 20 (2023) 2, S.206-235 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Amatullah, Shaima)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0973-1849
DOI	10.1177/09731849231187706
Schlagwörter	Muslims; School Choice; Public Schools; Private Schools; Social Class; Religious Factors; Foreign Countries; Decision Making; Parent Attitudes; Disadvantaged; Gender Differences; Student Attitudes; Intersectionality; Social Discrimination; Enrollment Trends; Minority Group Students; High School Students; Institutional Characteristics; Religious Schools; Islam; India + Suchen Sie Ihr Suchwort? Muslim; Muslimin; Choice of school; Schulwahl; Public school; Öffentliche Schule; Private school; Privatschule; Social classes; Soziale Klasse; Ausland; Decision-making; Entscheidungsfindung; Elternverhalten; Geschlechterkonflikt; Schülerverhalten; Soziale Benachteiligung; Soziale Schließung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Indien
Abstract	So far research on school choice sets (decision about choosing a school from an available set of schools) has primarily regarded parents as key actors. Moving beyond, this article emphasises that children are important actors as they inform parental decisions to co-produce certain choice sets. This article foregrounds how school-going Muslim children's experiences interact with their families to produce school choices across public and private schools in Bangalore, India, while accounting for their marginalisation at the intersections of religion, class and gender. Data were collected from 4 school sites using 21 focus group discussions with 190 children and in-depth interviews with 56 children, 14 teachers and 3 parents and analysed using an intersectional framework. Our findings suggest that factors like heterogeneities in social class, differential levels of religious discrimination/exclusion in schools and a need to protect their faith through education and the complex overlap between these were crucial in shaping choices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01