Heavenly readings : a study of the place of liturgical literacy within a UK Muslim community and its relationship to other literacy practices.

This study is concerned with the description and discussion of liturgical literacy, in its Islamic form, in a UK Muslim community. Liturgical literacy is often marginalised, misunderstood and disparaged. The central thesis of this study seeks to demystify this literacy practice by subjecting it to a thick and detailed description, and, necessarily, includes an analysis of the multilingual and multi-literate nature of this community which is both complex and problematic. The data is explored to illustrate the complex role liturgical literacy plays within the community and elicits the tension that exists between liturgical literacy and other languages and literacies, and the intergenerational tension over pedagogy. This thesis presents liturgical literacy as an intense, vibrant and esteemed cultural practice, and seeks to lay to rest the pejorative notion that it is predominantly a matter of rote learning with little or no recourse to meaning.
Section I of this thesis consists of a definition of liturgical literacy and an exploration of its status and practice in different religious contexts. It also establishes the study of liturgical literacy within the tradition of literacy studies termed 'New Literacy Studies' and draws upon theoretical models from major works in this tradition. Thirdly, a description is given of the community in question followed by an explanation of the research methods employed. Section II uses data from interviews and observations to present the people involved: the children, their parents, their teachers and those who organise the teaching of liturgical literacy. Section III uses data from interviews, observations and historical documents to explore the institutions of liturgical literacy: the mosque, the home and, to a limited extent, the school. Section IV uses data from interviews to examine the languages of liturgical literacy and other languages within the community. Section V concludes with an analysis of the research findings and identifies key areas for more detailed investigation. It also includes tentative recommendations for mainstream education acknowledgement of liturgical literacy.