Oxford Review of Education

The Oxford Review of Education is one of the UK’s leading international education journals.

It aims to publish important new work in a form that is accessible to a broad educational readership and is committed to deploying the resources of a wide range of academic disciplines in the service of educational scholarship. The Editors welcome articles reporting significant new research as well as contributions of a more analytic or reflective kind.

The Editors welcome proposals for future special issues. Full details can be found here

The journal is included in the Social Sciences Citation Index. Papers submitted to the journal are subject to peer review.

The editorial board meets twice a year and takes responsibility for the general development of the journal.

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Editors

John Furlong and Ingrid Lunt
Editorial office: Email: joanne.hazell@education.ox.ac.uk
Telephone: 0044 (0)1865 284407

Page last modified: October 5, 2017

LATEST ISSUE

Volume 43, number 5, October 2017

Special Issue: Muslims, schooling and the limits of religious identity

Guest editors: Farid Panjwani and Daniel Moulin-Stożek

CONTENTS

Editorial Muslims, schooling and the limits of religious identity Farid Panjwani and Daniel Moulin-Stożek

Secular normativity and the religification of Muslims in Swedish public schooling Jenny Berglund

Is tolerance of faiths helpful in English school policy? Reification, complexity and values education Robert Bowie

The religious and social correlates of Muslim identity: an empirical enquiry into religification among male adolescents in the UK Leslie J. Francis and Ursula McKenna

Beyond myths of Muslim education: a case study of two Iranian ‘supplementary’ schools in London Reza Gholami

Identification and disidentification in reported schooling experiences of adolescent Muslims in England Daniel Moulin-Stożek and Bertram J. Schirr

No Muslim is just a Muslim: implications for education Farid Panjwani

The religious-secular interface and representations of Islam in phenomenological religious education Shiraz Thobani

On the ‘front lines’ of the classroom: moral education and Muslim students in French state schools Kirsten Wesselhoeft