ABSTRACT
This chapter explores the impact of different types of educational absence on the learning experiences of Muslim young people in history and how the removal of these absences can lead to a more emancipatory experience of history. The concept of the 'absent curriculum' is articulated at the dialectical moment of 2E (Second Edge absence) and illustrated through analysis of the responses of the same 307 Muslim young people in four state secondary schools. This idea of the 'absent curriculum' is complemented at other 'real determinate' absences in the young Muslim's experience of history: the absence of educational visits, the relative absence of parental input, and the absence of connection between in-school and out of school mosque-based history. The chapter then proposes a strategy of the 'retotalisation' of history at the moment of 3L (Third Level totality) by which teachers and educators of young Muslims could engage their charges using the historical events available to them on English National Curriculum.
