{'fraction_non_alphanumeric': 0.025244299674267102, 'fraction_numerical': 0.008143322475570033, 'mean_word_length': 5.643243243243243, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Islam in Education in European Countries: Pedagogical Concepts and Empirical Findings

John Richardson, and others for a systematic documentation of the quantitative dimensions of British Islamophobia, whether captured in sample surveys, media content analysis or records of crimes and incidents. Allen’s claim (189, 194) that ‘‘exclusionary practices’’ against Muslims have yet to be empirically validated seems puzzling. Likewise, despite various mentions of anti-Semitism, the treatment is not particularly comparative, in terms of practically locating Islamophobia within the hierarchy of other forms of prejudice. Chapter 7 deals with Europe, drawing upon Allen’s involvement in the report by the European Union Monitoring Centre on European Islamophobia post-9/11. There is no discussion of Islamophobia beyond Britain and Europe. In sum, Allen’s book will appeal to theoreticians of the sociology of religion and those needing to understand the mutations of the concept of Islamophobia. But it is less likely to satisfy empiricists seeking data about the incidence of Islamophobic attitudes and behaviour, their underlying rationales and motivations, and the frameworks within which they might be analysed and understood.