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young Muslim women living in large western cosmopolitan cities, it was the individual visual stories<br />

and narratives shared among us which led to a greater common understanding of the framework of<br />

their everyday lives in London. It is this approach of collective meaning making between women who<br />

share a common platform for discussion that paved the way for more interesting and nuanced<br />

findings. However, the willingness and openness of our conversations revealed a large allocation of<br />

trust from the participants to myself, which could render some of the findings of this study<br />

vulnerable to those who wish to use it in the future and who might have different or even opposing<br />

research interests to myself. I feel this burden of responsibility to the collective wellbeing of women,<br />

especially those of us who are often further marginalized and exploited for research purposes based<br />

on colour, ethnicity, religious belief, and age.<br />

Finally, I realize that the push and pull between my responsibilities to conducting thorough social<br />

research and my ethical responsibilities to the multiple groups with which I self‐identify, stem from<br />

the contradictions that exist within the classic textbook paradigm of what constitutes “good”<br />

research. As the pioneering feminist sociologist Ann Oakley reminds all research students, the<br />

textbook definitions of producing reliable and valid data are flawed in their stringent approach of<br />

objectivity, hierarchy, and detachment (2005). My conditioning as a student researcher to follow the<br />

quantitative guidelines of reliability, validity and generalizability imposed shackles on my personal<br />

wish to build intimate and non‐hierarchical relationships with my participants. I argue that through<br />

this study I have come to hold in high esteem the importance of personal involvement in social<br />

research in creating high quality, ethical studies which not only add to the larger field of academic<br />

research but also to the arena of potential autoethnographic learning.<br />

In conclusion, this project has confirmed for me the need for both professionals and everyday<br />

people to move beyond the debates of multiculturalism and assimilation in London. There is a clear<br />

and important need in the current global situation to better understand the integral everyday lives of<br />

Muslim women living in western countries and this proposed study has outlined an initial stepping<br />

stone on the path of understanding and respect to changing the stereotypical discourse, one<br />

narrative at a time.<br />

Keywords: Muslim, Women, Narrative, Voice, Qualitative<br />

Souzan MANSOUR<br />

MSc Social Research Methods<br />

London School of Economics 2013<br />

Bibliography<br />

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Alcoff, Linda. “The Problem of Speaking for Others.” Cultural Critique 20 (1991): 5‐32.<br />

Bauer, Martin, and Aarts, Bas. “Corpus Construction: a Principle for Qualitative Data Collection.”<br />

In Qualitative Researching with Text, Image and Sound, edited by Martin Bauer and George<br />

Gaskell, 19‐37. London: SAGE Publications Ltd., 2010.<br />

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Albuquerque: University of New Mexico Press, 1986.<br />

Emmison, Michael, and Smith, Philip. Researching the Visual. London: SAGE Publications Ltd.,<br />

2000.<br />

Esposito, John, and Mogahed, Dalia. Who Speaks for Islam? What a billion Muslims really think.<br />

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Finch, Janet. “It’s Great to Have Someone to Talk To: Ethics and Politics of Interviewing Women.”<br />

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Flick, Uwe. An Introduction to Qualitative Research. 2nd ed. London: SAGE Publications Ltd., 2002.<br />

Harper, Douglas. “Talking About Pictures.” Visual Studies 17.1 (2002): 13‐26.<br />

Hellyer, H. A. “Visions & Visualizations: negotiating space for European Muslims.”Contemporary<br />

Islam 1 (2007): 23‐35.

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