Experts from academic centers in the UK, USA and Spain analyzed the challenges of schooling Muslims in Europe at an international workshop held in London. It took place at high school of Education of University College London, which is ranked first in the QS World University Ranking of Education.

The activity was organized by Daniel Moulin, researcher of the project 'Religion and Civil Society' of the Institute for Culture and Society (ICS) of the University of Navarra, and by Farid Panjwani, director of the Centre for the research and assessment on Education Muslim of University College London. The activity took place in this British campus and was funded by The Spalding Trust.

Also participating as speakers were Kirsten Yoder Wesselhoeft, Professor of Religion at Vassar College in New York (USA); Shiraz Thobani, from of Ismaili in London (UK); Reza Gholami, Professor of Sociology of at of Social Sciences and Public Policy at of Social Sciences and Public Policy at .); Shiraz Thobani, from high school of programs of study Ismaili in London (UK); Reza Gholami, Professor of Sociology of Education at School of Social Science and Public Policy at Keele University (UK); and Robert Bowie, President of association of University Teachers of Religion and Education and Senior Lecturer at School of Childhood and Science of Education at Canterbury Christ Church University (UK).

issue special in Oxford Review of Education

The papers will be published in a special issue in the Oxford Review of Education, a prestigious international scientific journal on Education. Drs. Panjwani and Moulin will be the guest editors.

The workshop was held at goal to critically analyze current controversies about the Education of Muslims in Europe. A central issue was the increasing identification of Muslim populations in Western contexts with religious identity rather than with varied perspectives of ethnic or national attributions, as was the case in the past.

In that sense, the activity addressed whether this fact has been beneficial or detrimental in terms of citizenship promotion, which new possibilities have been opened and which have been closed, and how it can be ensured that people with Muslim heritage are portrayed with all their complexity, diversity and historical trajectory.

The speakers focused on dimensions such as policies, the Public discourse, book texts and student perspectives, in order to analyze their impact and chart a path towards a more complex and socially grounded praxis and engagement with people of Muslim heritage.