English exposes young people to complex representations of religion, race, culture and identity. They therefore need the critical literacy to recognise stereotypes, question assumptions and analyse representations rather than simply accepting a narrator's or character's perspective.
Why We Chose to Highlight on Muslim Perspectives?
Why Muslims?
The answer is simple; because Muslim perspectives are needed.
Our decision to focus on Muslim perspectives comes from recognising challenges that are not always evident to the naked or untrained eye when it comes to English studies. Many Muslim parents choose homeschooling because of concerns about the influences their children may encounter in schools — whether that is groups, gangs, or, in some cases, ideologies. And ideology does not only come in one form. Sometimes, it can be found much more subtly in the ideas, assumptions and representations students encounter through the books they study. This is not the fault of our teachers. I have had many lovely teachers myself, and teachers are simply doing the job they have been asked to do. But sometimes Muslim parents and students want something more: a teacher who can say, “This is what the text is presenting — but how does this fit with what we believe?” That might be a relationship which Islam considers haram, vulgar or offensive language, negative assumptions about Muslims, or ideas which conflict with Islamic principles. These things are becoming increasingly difficult for parents to navigate especially within the current climate.
And I know this personally. I remember feeling that awkwardness in the classroom. Not just in English, but even in other subjects, when attitudes or assumptions were being discussed that did not sit comfortably with my own beliefs. Sometimes you say something. Sometimes you say nothing. And sometimes, you wonder whether anyone else in the room understands why.
We are not trying to change the curriculum. We are trying to teach it, with an additional layer of interpretation and context.
There is already recognition that the way challenging texts are taught matters. Of Mice and Men, for example, was removed from the Welsh GCSE syllabus from 2025 following concerns about its repeated use of racial slurs. Wales' Children's Commissioner, said that discussions of the text had been “psychologically and emotionally” harmful for some Black children.
Our argument is not that difficult literature should simply disappear. Quite the opposite. Students need to be equipped to understand it.
English exposes young people to complex representations of religion, race, culture and identity. They therefore need the critical literacy to recognise stereotypes, question assumptions and analyse representations rather than simply accepting a narrator's or character's perspective.
This is where we come in.
We want to fill that gap; with excellent teaching, rigorous examination preparation and teachers who understand the values of the students they teach, so that Muslim students do not have to choose between academic excellence and their values.
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