Matthew Vince
Biographic Data
| ID | 1183735 |
|---|---|
| NAME | Matthew Vince |
| GIVEN NAMES | Matthew |
| FAMILY NAME | Vince |
| SIGNATURE | VINCE M |
| AFFILIATIONS | Cardiff University |
| ORCID | 0000-0001-6864-2649 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 1 |
‘I don’t necessarily identify myself as a Muslim [RE] teacher?’
Given the current context of Prevent and Fundamental British Values, there has been a surge in academic and political interest surrounding Muslim identities in British educational contexts. Noting this 'religious turn' in educational debate, scholars have begun to question the mobilisation of 'Muslim' and 'Muslimness', suggesting that there are limits to such identification. This paper considers their critique through an exploration of how ‘Musli…
I Feel as Though I'm Doing the Job of the Imam for Them
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…
Islamic Education in Britain
Whilst much scholarship has considered the challenges of Islamic education within a secular context, Islamic education in Britain seeks to move beyond the dichotomy of the secular and Islamic by en
I Feel as Though I'm Doing the Job of the Imam for Them
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…
Islamic Education in Britain
Whilst much scholarship has considered the challenges of Islamic education within a secular context, Islamic education in Britain seeks to move beyond the dichotomy of the secular and Islamic by en
I Feel as Though I'm Doing the Job of the Imam for Them
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…
‘I don’t necessarily identify myself as a Muslim [RE] teacher?’
Given the current context of Prevent and Fundamental British Values, there has been a surge in academic and political interest surrounding Muslim identities in British educational contexts. Noting this 'religious turn' in educational debate, scholars have begun to question the mobilisation of 'Muslim' and 'Muslimness', suggesting that there are limits to such identification. This paper considers their critique through an exploration of how ‘Musli…
Education and Islamic Studies (3 works) · Educator Training and Historical Pedagogy (2 works) · Islam (2 works) · Law (2 works) · Political science (2 works) · Religious Education and Schools (2 works) · Sociology (2 works) · Aesthetics (1 works) · Archaeology (1 works) · Epistemology (1 works)