Abstract
ABSTRACT Contemporary discourse on Muslims and Islam has included a reassessment of traditional educational institutions; makātib and madāris. Hitherto, understanding insider aspirations and anxieties appear to be rare. To this end, the perspectives of Muslim female teachers in makātib (supplementary schools for Muslims, sometimes known as ‘mosque schools’) in England were surveyed. This original article attends to their views regarding the aims of this educational provision. Bourdieu’s theory of social reproduction is used to rationalise their perspectives. The findings reveal their professional aspirations and suggestions to better the learning processes. They expose a changing phenomenon. Furthermore, through their services, they challenge stereotyped assumptions about makātib and their functions. The data de-mystifies the visions they hold for Muslim children and the wider society.
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