As members of the biggest and most visual religious/ethnic group in this country, Muslim educators need to pick up the gauntlet and take part in addressing cohesion issues of multicultural society.

Oddly, the business-driven global drive towards Student-Centred Learning presents a unique set of challenges and opportunities.

One of the most promising aspects of Student-Centred Learning has been the structural approach to Cooperative Learning, whose basis in social constructivism works especially well with multicultural students in relation to not only learning outcomes and social skills, but to formulation of authentic identities and narratives which provide rooting in the local community.

On that wider scale of community building, this shift towards student-centredness has the potential to empower students by making them responsible for their own learning, their identity, their narratives and, per extension, their lives.

Acquiring the tools to positively operationalize the Islamic heritage in a modern context will not only help solve internal community problems, but provide an authentic sense of inclusion, thus rolling back the current culture of disenfranchisement and unacceptable disengagement in relation to wider society.

This could potentially provide input to problems confronting Britain by trailblazing a way for other minority communities to find a footing in their own unique values and histories.