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The Semiotics of an “Islamic” Education: Engaging with the Concrete Realities of Muslims in Australia

Abstract Advertorials that are powered by aesthetic visuals and persuasive writing showcasing a school's offerings have become an integral feature of the competitive educational landscape. However, research interest has not taken into consideration the comparatively low-fee paying faith-based schools. This paper uncovers the claims Islamic schools make about their institutional identity by examining two websites and one prospectus of three selected Islamic schools in Australia. Drawing on Ahmed's conceptual framing of “institutional speech acts” and social semiotics as a theoretical framework, I argue that Islamic schools employ persuasive mechanisms to appeal to concerns of Muslim parents in Australia, who are looking for an education that is best aligned to them, by addressing and legitimizing ideological, social and educational concerns ranging from academic performance to identity issues and most importantly portraying schools as spaces of civil society. Also, the rhetoric used by schools attempt not only to allay societal suspicion but also help them compete for market position.