Abstract
Although Muslim leadership in Britain has long been the focus of scholarly attention, discussion has tended to prioritise “official” Muslim leaders (Birt 2006; Geaves 2008; Ahmad and Evergeti 2010). However, what constitutes a “Muslim leader” is increasingly contested, revealing instead a diversity of authoritative ‘claim makers’ and representative positions (Jones et al. 2015). These contestations were a recurring theme throughout the Leadership, Authority and Representation in British Muslim Communities conference (Gilliat-Ray and Timol 2019). Building upon these debates, this article considers how Muslim teachers can be considered Muslim leaders within their local contexts. This paper draws on qualitative research with 21 ‘Muslim RE teachers’ across England to consider how their experience and positioning as ‘role models’ for Muslim and non-Muslim pupils brought considerable influence to represent Muslims, affect school policy and practice, and shape “official” Islamic discourses in their local communities. I argue that their experience reflects what can be considered as ‘Muslim leadership’ on the broader scholarly terrain, but as a form of ‘tactical’ Muslim leadership by virtue of existing within the confines of “secular” institutions. As such, this article concludes by calling for the recognition of Muslim leadership beyond national, ‘strategic’ forms to more ‘tactical’, contextually bounded cases.
Highlights
Muslim leadership in Britain has long been the focus of scholarly attention, discussion has tended to prioritise “official” forms and sites of leadership, such as the imam and Muslim umbrella bodies (Birt 2006; Geaves 2008; Ahmad and Evergeti 2010)
Black and Minority Ethnic (BME) teacher research has drawn attention to the leadership potential of BME teachers (Haque and Elliot 2017; McNamara et al 2009; Osler 1997, 2003). Their positioning as role models has been long been highlighted as a significant characteristic of BME leadership in education (Carrington and Skelton 2003; Haque and Elliot 2017; McNamara et al 2009; Pole 1999)
Other roles to support the needs of BME pupils, such as acting as translators for BME pupil communities, have been identified as roles that are earmarked for BME teachers (Coleman and Campbell-Stephens 2010; Ghuman 1995; Haque and Elliot 2017)
Summary
Muslim leadership in Britain has long been the focus of scholarly attention, discussion has tended to prioritise “official” forms and sites of leadership, such as the imam and Muslim umbrella bodies (Birt 2006; Geaves 2008; Ahmad and Evergeti 2010). The notion evokes the sense of a monolithic Muslim community that in turn fails to reflect the diversity of voices and conflicting positions within Muslim communities (Jones et al 2015). An emphasis on religious authority, authenticity, and praxis, presents a narrow view of leadership These contestations emerged as a recurring theme throughout the Leadership, Authority and Representation in British Muslim Communities conference (Gilliat-Ray and Timol 2019), which asked, who exactly are Muslim leaders in Britain today?. In the wake of these contestations, new and alternative forms of Muslim leadership are being articulated. 213) argue for the recognition of a diversity of Muslim ‘claim-makers’ Jones et al (2015, p. 213) argue for the recognition of a diversity of Muslim ‘claim-makers’
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