Teaching as a Design Science: Building Pedagogical Patterns for Learning and Technology. By Diana Laurillard

Muslims in Britain. This has an adverse affect since the portrayal of Islam is much more profound in contemporary society because of the place of Islam in the narratives outside school. Hence, ‘the textbooks on Islam present a view of Muslim beliefs and communities that appears to be positive – but in a context that is divorced from the world in which pupils encounter Islam through other channels’ (p. 64). Another excellent chapter is the fourth one, entitled ‘Islam, Education and the Home Office’, where Revell highlights the political context of teaching world religions, especially Islam, in schools. She states ‘The Home Office sees the teaching of Islam and other world religions as a key part of their strategy to oppose terrorism’ (p. 65). Through this chapter the author discusses the initiatives promoted by the Home Office, such as Prevent, Contest and Resilience, successfully contextualising the teaching of Islam in schools. Her final chapter, ‘Tolerance and Representation’, concludes the book by arguing that ‘a new representation of Islam, drawn not by government or by the media but by those who are represented, should be evolved and adapted in education and wider society’ (p. 117). This in my opinion was a very interesting and fruitful read that informs the reader about how Islam is represented in education in Britain and how this representation is related with various political, social and ideological agendas. This is a book that raises many pertinent and challenging questions, but in a very enjoyable and accessible way. This book in general is superb and essential for all readers interested in the topic of RE and Islam in schools.