EXPLORING MUSLIM STUDENTS LIVED EXPERIENCES IN MACAU: A PHENOMENOLOGICAL APPROACH

Muslim community is one of the minority groups in Macau SAR China. Muslims are an
interesting group in terms of research because of its diversity in respect to language,
nationality, social status, and education level. Groups of people migrate for various reasons
such as religion, politics, economy, and education. Individuals experience the age in between
nineteen and twenty-four, which fall in the category of youth.
Studies of Muslim youths have gained more attention in scholarship, statistical data, and
research.
The study seeks to understand Muslim students’ life and the needs of this minority group and
explores how Muslim students perceive Islam and their own ability to cope with school
related cultural pressures through qualitative, phenomenological approach, and focuses on
exploring the common experiences of Muslim students in this city. This study used a
conceptual framework based on critical race theory (CRT). We use in-depth interviews of
five Muslim youth, ages between 19 and 24, to investigate their school life experiences and
Islamic practices. We also administered questionnaires and field note to understand their
social mobility, social capital and to gain a deeper understanding of their daily lives.
A thematic analysis of the interview data produced the following themes: 1) Social mobility;
2) Social capital Relationship with friends; 3) Discrimination and micro-aggressions; and 4)
Religion Identity.
The study found that the Muslim status of the participants did not have a significant impact
on their school experience, as they were able to find accommodation in their practice of
religion and school life. However, the multiple identities of the participants as Macau citizens
and their ethnic backgrounds did affect their social capital and sense of belonging. The study
also examined the experiences of the participants within Macau society, including social factors such as racism. The results indicated that language and ethnicity were factors that
hindered their integration into the community.
In addition to the original themes, the analysis of the participants' stories in this research
revealed two counter-narratives that challenge prevailing narratives. These counter-narratives
include the deconstruction of oppressed Muslim women's narratives and the influence of
local mainstream religious schooling on Muslim students' religious loyalty. These alternative
narratives provide new insights into the lives of Muslim youths and challenge conventional
stories.
The findings of this study have important implications for educators, academics, and
members of both Muslim and non-Muslim communities. By allowing youth to establish
broader connections with society and increasing their motivation to participate in and
contribute to the community, this study highlights the need for inclusive educational
environments that support the diverse identities of students. Furthermore, the study provides
young Muslims with a voice in society, empowering them to challenge dominant narratives
and promote counter narratives that reflect their experiences and perspectives to meet critical
race theory ethos of ongoing active struggle.