1. BeLiFS Becoming Literate in Faith Settings Centre for Language, Culture and Learning Educational Studies Department Goldsmiths University of London (Halimun Choudhury) (Complementary schooling, Sat 4 th Dec 2010, Goldsmiths University of London)

2. Research Team Head of Project: Professor Eve Gregory Co-directors: Ruby Mahera Dr John Jessel Dr Charmian Kenner Dr Vally Lytra

3. Researchers: Halimun Choudhury, Bangladeshi Muslim Arani Ilankuberan, Tamil Hindu Amoafi Kwapong, Ghanaian Pentecostal Malgosia Woodham, Polish Catholic

4. Research Questions a) What is the scope and nature of literacy practices in each faith setting? b) How do teaching and learning take place during faith literacy activities across different settings? c) In what ways have faith literacies changed over time and in the London setting and how are these changes perceived across generations? d) How does participation in faith literacies contribute to individual and collective identities?

5. Research Methodology Collaborative ethnography (Conteh et al, 2005) Phase 1: Ethnographic observations in the faith settings Interviews with the faith leaders Attendance at religious services and classes Phase 2: Case-studies of the faith literacy activities Audiorecordings / photos of events Recordings of faith literacy events Interviews with children/their teachers/relatives Phase 3: Children will interview the older people They will prepare a book together Phase 4: Interviews with the children Discussions with faith setting leaders

6. Introduction

7. ELM and the LMC East London Mosque and the London Muslim Centre

8. Services Religious services (Marriage, Funeral, Prayer) Educational services (Primary, Secondary, Supplementary) Social Welfare (Health) Work- Economic (Jobcentre, Way to work)

9. Families 4 Families 1 Rainbow: 5 years of age 2 Evening Madrasah: 7 and 9 1 Al Mizan: 10 years of age

10. Data Collection from Families We have given families: 1. A flip camera, 2. A digital camera, 3. A voice recorder, 4. A scrapbook 5. A folder Collect data from families- every 3-4 weeks

11. Data collection by Researcher I have: 1. A digital camera, 2. A flip camera, 3. A voice recorder 4. My fieldnote journal Collect data from Class at the Research site

12. Lets discuss How do you imagine a Teacher/ Child relationship in a faith class?

13. Questions What Faith Literacy activity can you see? How do Children see themselves as learners? What languages are being used?

14. Questions What Faith Literacy activity can you see? How do Children see themselves as learners? What languages are being used?

15. Respect Bridges the “Teacher- Child” identity, doesn’t take his teacher role too seriously, fear of losing respect from peers

16. Children’s learning in class Use community language Children as learners Peer support Independent learning Involvement and concentration Different levels of knowledge Teacher/ Child relationship

17. World from N and M’s View What strikes you the most about these pictures?

18. Nuha’s world

19. Muqtasid’s world

20. Lets discuss What strikes you the most about these pictures?

21. Nuha- Faith identity

22. Nuha- Connections

23. Conclusion From getting an insight into the world of two children attending the Evening Madrasah classes has many benefits. The children can be themselves, they form a social and educational identity based on what is important to them as an individual. We can see through this mapping exercise what relationships, people and languages are important to them. How and where the individuals situate themselves in their world. There are various teaching methods used in a faith classes, which can not always be applied in a mainstream school setting and taken seriously. Certain methods work better in a small class room setting.

24. www.gold.ac.uk/clcl (h.choudhury@gold.ac.uk) Thank you!