ABSTRACT
This chapter explores to the education of Muslim young people in multi-faith contexts. It suggests that the practical philosophy of Islamic critical realism can 'underlabour', for the generation of multidimensional young Muslims, success through education, with a focus on the humanities subjects: history, religious education and citizenship. It aims to show how these subjects can facilitate an informed, integrated and transformative engagement of young Muslims with the contemporary multi-faith world. The chapter also discusses the nature of young Muslims in education both from the point of view of previous empirical research analysed through the lens of ICR. The study of the impact of history education on Muslim young people in England presented in this chapter has suggested: the a priori necessity of a non-reductive ontology of the Muslim learning self in humanities education in order that Muslim pupils can fully access educational success via each of the humanities subjects.
