An exploration of the religious nature of Islamic private schools: What makes a school ‘Islamic’ and why does it matter?

Abstract

The rise of Islamic private schools in the United Kingdom has generated considerable debate, raising crucial questions about the intersection of religion, identity, and education in a multicultural society. These schools function as spaces where educational, religious, ethno-cultural, and political values intersect, shaping the identities of Muslim pupils and their communities. This study explores what defines an "Islamic" school, why it matters to Muslims and the overall educational landscape in the United Kingdom, and how these schools navigate competing priorities and socio-political dynamics. Using a qualitative ethnographic approach, this research examines two Islamic private schools—one primary and one secondary—through in-depth fieldwork. Semi-structured interviews with school officials, parents, and students offer insights into stakeholder motivations and expectations. Focus group discussions with primary-level students, along with participant observations of classrooms, prayer venues, and playgrounds, enrich the analysis of how the Islamic ethos and pupils’ identities are shaped and nurtured in practice. The findings reveal three critical dimensions. First, they demonstrate how stakeholders influence the curriculum and school environment, resulting in an "Islamised" educational framework that integrates spiritual, moral, and academic development. However, the absence of a standardised Islamised curriculum emerges as a significant challenge. Second, this research builds on earlier studies by exploring four dimensions of identity formation—religious, ethno-cultural, political, and multi-dimensional. It uncovers how Islamic schools serve as sites for resisting and (re)negotiating identity politics, engaging with questions of citizenship, Britishness, and belonging, while hybridising Muslimness with British values to counter Islamophobia and far-right rhetoric. Finally, the study highlights the multi-faceted nature of parental expectations, revealing how these shape the curriculum, school environment, and ultimately, the identities of Muslim pupils. By examining the religious nature of these schools and its implications, this research addresses a critical gap in understanding the evolving role of Islamic education within contemporary Britain.