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BeLiFS Becoming Literate in Faith Settings
Centre for Language, Culture and Learning
Educational Studies DepartmentGoldsmiths
University of London
(Halimun Choudhury)
(Complementary schooling, Sat 4th Dec 2010, Goldsmiths University of London)
Research Team
Head of Project: Professor Eve Gregory
Co-directors: Mahera Ruby
Dr John Jessel
Dr Charmian Kenner
Dr Vally Lytra
Researchers: Halimun Choudhury, Bangladeshi Muslim
Arani Ilankuberan, Tamil Hindu
Amoafi Kwapong, Ghanaian Pentecostal
Malgosia Woodham, Polish Catholic
Research Questionsa) 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?
Research MethodologyCollaborative ethnography (Conteh et al, 2005)
Phase 1: Ethnographic observations in the faith settings Interviews with the faith leaders Attendance at religious services and classesPhase 2: Case-studies of the faith literacy activities
Audiorecordings / photos of events Recordings of faith literacy events Interviews with children/their teachers/relativesPhase 3: Children will interview the older people They will prepare a book togetherPhase 4: Interviews with the children Discussions with faith setting leaders
ELM and the LMC
East London Mosque and the London Muslim Centre
ServicesReligious services
(Marriage, Funeral, Prayer)
Educational services (Primary, Secondary, Supplementary)
Social Welfare(Health)
Work- Economic (Jobcentre, Way to work)
Families4 Families
1 Rainbow: 5 years of age
2 Evening Madrasah: 7 and 9
1 Al Mizan: 10 years of age
Data Collection from FamiliesWe 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
Data collection by ResearcherI 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
Children’s learning in classUse community language
Children as learners
Peer support
Independent learning
Involvement and concentration
Different levels of knowledge
Teacher/ Child relationship
World from N and M’s View
What strikes you the most about these pictures?
Nuha’s world
Muqtasid’s world
ConclusionFrom 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.
