ABSTRACT

Within British schools over the last few decades, we have witnessed a policy move from multi-culturalism to counter-radicalization. In response, this article examines an ethnographic project that illustrates both the relative autonomy of methodology from broader theoretical and substantive questions, as well as the internal creative logic of methodology grounded in the research process. Importantly, the research participants claimed, in contrast to the securitised regime that circumscribed their lives as a ‘suspect community’ closing down critical discussion in the public sphere, their (ethnographic) engagement in the field enabled them to inhabit alternative representational spaces to the dominant public framing of young Muslims as dangerous men. Ethnography, with its attendant immersion research methods, created the time and space to open up complex explorations of the research participants’ emerging understandings, meanings and performances of school life for their generation.

摘要

在过去的几十年里，在英国学校内部，我们目睹了从多元文化主义到反激进主义的政策转变。作为回应，本文考察了一个民族志项目，该项目说明了方法论从更广泛的理论和实质性问题中的相对自主性，以及基于研究过程的方法论的内部创造性逻辑。重要的是，研究参与者声称，与将他们的生活限制为“可疑社区”关闭公共领域批判性讨论的证券化制度相反，他们在该领域的（人种学）参与使他们能够居住在占主导地位的替代表征空间。公开将年轻穆斯林定性为危险人物。民族志及其伴随的沉浸式研究方法，