Amira Sharawi Musliminnen im Mikrokosmos „Schule“

About this book

This book focuses on a perspective that is often underrepresented in educational discourse: the lived experiences, perceptions, and interpretations of Muslim female upper secondary students and college-level students within the Austrian education system.

At the center of this research are the voices of young women who describe their school realities in terms of belonging, adaptation, self-determination, and boundary-making. Based on qualitative interviews, the study reveals how classroom communities are formed—or fail to form—how relationships with peers and teachers develop, and how factors such as religion, migration background, trust, and communication shape everyday school life. Particular attention is paid to sensitive issues such as discrimination, prejudice, identity formation, and the headscarf as a religious, social, and societal symbol.

The findings demonstrate that Muslim female students do not constitute a homogeneous group. Instead, a wide range of religious interpretations, individual strategies, and personal attitudes becomes evident. While religion functions as a central source of connection for some, it plays only a marginal role in the school context for others. Decisions regarding school choice, religious practice, and social relationships are made within a dynamic interplay of personal convictions, family influences, and societal expectations.

By combining theoretical foundations with empirical analysis, this study makes a valuable contribution to research on education, integration, and religion. It encourages a rethinking of schools as social spaces in which recognition, tolerance, and dialogue must not only be demanded but actively practiced. At the same time, it offers educators, educational institutions, and policymakers important insights into the everyday realities of Muslim female students—beyond stereotypes and generalized assumptions.

This study gives visibility to voices that are often unheard: young women who experience, reflect upon, and actively shape school life on a daily basis.