Conducting Ethnographic Research in Turkish Mosque Classrooms in the Netherlands: Methodological Considerations

• In Event: AERA Roundtable Session 15
  In Roundtable Session: Perspectives and Experiences of Religious Minorities in Educational Settings

Abstract

This paper provides insights on conducting research in mosque classrooms in non-Muslim countries. Mosque classrooms are an important, yet understudied part of the social context in which Muslim students receive formative education. The considerations discussed in the paper are based on ethnographic research in the Netherlands conducted between 2016 and 2018. Informed by my fieldwork experience, I reflect on internal community polarization, researcher’s positionality and gender identity in accessing the mosque classrooms. Contrary to what is suggested by previous literature, I argue that contexts defined by high internal polarization of the studied community, the position of the in-betweener is more conducive to obtaining access and establishing trust than the position of the perceived insider. Implications for further research are discussed.

Author

• Semiha Sözeri, Utrecht University