ABSTRACT
This chapter highlights both the possibilities and problematics of feminist readings of Islam mindful that inclusive practice can reinscribe gender and ethnic/religious essentialisms. It considers the implications of Amy's position as a White, Western and middle-class convert in supporting the girls in the group. The chapter provides an interesting juxtaposition to Amy's story in terms of the different ways in which they see and support Muslim girls from their alternative ethnic/classed positionings. It investigates the issues of pedagogy and social justice in three English schools. The Muslim girls juxtaposition suggests that there are particular framing discourses associated with ethnicity, culture, gender and religion that may compromise these efforts, while there are others that may enable them. The Muslim girls juxtaposition highlights the key imperative of educators being conscious of and critically examining the implications of their own positioning in offering such support.
