About Me.
EDUCATION
Tradition Islamic al-‘Alimiyyah and Ijazah
Institute of Islamic Education, Dewsbury – West Yorkshire
B.A. (Hons). Abrahamic Religions. (Theology / Philosophy)
Heythrop College, University of London
M.A. Islam and the West. (History)
Queen Mary, University of London
PGCE – Post Graduate Certificate in Education
St Mary’s University College
Tradition Islamic al-‘Alimiyyah and Ijazah
Institute of Islamic Education, Dewsbury – West Yorkshire
B.A. (Hons). Abrahamic Religions. (Theology / Philosophy)
Heythrop College, University of London
M.A. Islam and the West. (History)
Queen Mary, University of London
PGCE – Post Graduate Certificate in Education
St Mary’s University College
EXPERIENCE / SKILLS
Fatimah Elizabeth Cates Academy, - Founder & Head Teacher
January 2015 – Present (Weekends Only)
Protocol Education – Supply Teaching
May 2014 – Present
Impact Teachers – Supply Teaching
February 2014 – Present
The Abrahamic Foundation
Annually two weeks in December (2014 & 2015)
Burckhardt and Stanley Ltd
May 2014 – September 2015
Kelmscott Secondary School, Walthamtow, E17
September 2013 – December 2013 (NQT – Temporary)
January 2013 – May 2013 (PGCE – Developmental and Consolidation Placement)
Richmond Park Academy, East Sheen, SW14
September 2012 – December 2012 (PGCE – Foundation Placement)
Raw Fitness London, Leyton, E10
April 2012 – to date (Part-Time / voluntary)
Private Tuition Services Limited T/A Best Tutors, Edmonton, N18
Nov 2006 – April 2012
Teacher / Tutor
Rush Croft Secondary School, Chingford
Kelmscott Secondary School, Walthamstow
Warwick High School (boys), Walthamstow
Oct 2006 – to Aug 2008
Voluntary work with students in all years
Lantern of Knowledge Educational Institute (secondary School), Leyton E10
Nov 2006 – to March 2007 (temporary)
Fatimah Elizabeth Cates Academy, - Founder & Head Teacher
January 2015 – Present (Weekends Only)
- Founded and now Head Teacher of FEC Academy (Supplementary School – Weekends) to challenge and transform the teaching pedagogy in local supplementary schools.
- I also provide teacher training to local supplementary schools.
- Our institute has already created a reputation with its community work in the local community
- I manage a team of eighteen employees at FEC Academy and have enrolled 160 students with an ever growing waiting list.
- Our academy is recognised by the community as an inclusive school with a high percentage of SEN-D students
- www.fatimahelizabethcates.co.uk
Protocol Education – Supply Teaching
May 2014 – Present
- Working as a general and subject specialist supply teacher for both Primary & Secondary schools
- Main Long Term Supply position – January 2015 to June 2015:
- Eastbury Comprehensive School: ‘Humanities Teacher Cover’
- Religious Education (RE) – 40%
- History –20 %
- Citizenship – 30%
- Geography – 10%
- Main Long Term Supply position – September 2015 to May 2016:
- Kensington Central Library: Special Educational Needs & Disability Tutor
Impact Teachers – Supply Teaching
February 2014 – Present
- Working as a general and subject specialist supply teacher.
- Broomfield School, Enfield - Wilmer Way, London N14 7HY
- Westminster Academy, Westminster - The Naim Dangoor Centre, Harrow Rd, W2 5EZ
The Abrahamic Foundation
Annually two weeks in December (2014 & 2015)
- Historical Tour Guide in the Hijaz (Makkah & Madinah) – leading tour groups up to 60 tourists
Burckhardt and Stanley Ltd
May 2014 – September 2015
- Strategic planning, outreach and consultancy for Cann Hall Deen and Education Trust (CHDET), which included:
- Research of ‘Philosophy for Children’ (P4C)
- 100 point document to reform and revolutionise the institution
- Research and devise a methodology to implement and manage the points of reform, which included:
- Creating a role, advertising and then appointing an Outreach and Volunteers Manager. Currently playing role as Line-manager and mentor.
- Creating pools of volunteers and introducing the notion of micro-volunteering
- Interfaith work, this included the setting up of Cann Hall Community of Christians and Muslims (CHCoCM) which brought together three major churches and our Mosque to work for the progress of the Cann Hall Area
- Outreach work and collaboration with other charities
- Projects for the Supplementary school included and are also in process:
- Teachers’ Training; Stop smoking, Knife Crime and Drugs prevention campaigns; trips to elderly and disabled homes; trip to ‘Shariah Council and Gurdwara; scouting trip for half-term; creating meaningful assessment criteria and methodology; football training for pupils and non-pupils; SEN/D focus and collaboration with local schools through parents; working with web-designer to redevelop the organisation website; setting up of library, which is to also house the local history of area; working alongside food bank; Clubs for children, women and elderly; creating Schemes of Work (SOW) for CHDET; and more.
Kelmscott Secondary School, Walthamtow, E17
September 2013 – December 2013 (NQT – Temporary)
- Teaching History (KS3 & KS4)
January 2013 – May 2013 (PGCE – Developmental and Consolidation Placement)
- Teaching Religious Education (KS3 & KS4)
- Teaching Assistance (SEN / EAL)
Richmond Park Academy, East Sheen, SW14
September 2012 – December 2012 (PGCE – Foundation Placement)
- Teaching Religious Studies (KS3 & KS4)
Raw Fitness London, Leyton, E10
April 2012 – to date (Part-Time / voluntary)
- Admin, managing payroll and community outreach through social media
Private Tuition Services Limited T/A Best Tutors, Edmonton, N18
Nov 2006 – April 2012
Teacher / Tutor
- Teaching English and Maths to students – groups of 4 / 5 (up to Key Stage 3)
- Community Languages : Urdu and Arabic (secondary level)
- Administrator / this post included assisting with Criminal Record Bureau forms, liaising with employees.
- Payroll manager, this post includes preparing monthly/weekly wages in cash; via bank TFR and making NIC and Tax deductions etc.
Rush Croft Secondary School, Chingford
Kelmscott Secondary School, Walthamstow
Warwick High School (boys), Walthamstow
Oct 2006 – to Aug 2008
Voluntary work with students in all years
- Responsible for the Friday Sermon and Prayers
- Advising R.E. department regarding contemporary Islamic issues relating to Muslim students.
Lantern of Knowledge Educational Institute (secondary School), Leyton E10
Nov 2006 – to March 2007 (temporary)
- Religious Education key stage 3 Teacher
- Community Languages (Arabic / Urdu) key stage 3 Teacher
‘Once asked which denomination I follow…’
‘…I replied:
“I have never been fond of the idea of being labelled and stamped under a single monolithic crystallised title except for what God Himself chose for me – ‘… He has called you Muslims …’ (Qur’an 22:78). My thoughts and practises are influenced – just as almost every other Muslim – by experiences, learning and history. I was born into a Pakistani family, hence was taught the Hanafi fiqh, which I believe made its way to India following the collapse of the Abbasid Caliphate through Hanafi Sunni refugees fleeing Mongol tyranny. My late grandfather ‘Sayyid Masum Ali Shah’ was a graduate of Dar al-Ulum Deoband, an institute founded in colonial India following the 1857 Indian Rebellion. As a result of partition he was forced to migrate with my father, who at the time was only four. Early in my life I read books about the Prophet and Prophets penned by Maulana Abul Hasan Ali Nadwi, which triggered within me the desire to explore the history of Islam. This desire was to dictate the next nine years of my life; I studied ‘traditional Islam’ at the second oldest madrasa in the UK, founded by the Tablighi Jamat. Following madrasa and the Tablighi Jamat I went through a transition from ‘tradition’ to ‘modernity’ – I studied the Abrahamic religions at the University of London, after completing my B.A. (Hons) degree I am now studying the history of Islam and the West. My thoughts are influenced by all these factors. So moving to the request, ‘it is essential that you associate yourself with a Muslim school of thought or denomination’ I find it difficult to point to one and secondly how is denomination defined in the context of Islam? Is it school of fiqh, mission, politics, etc. Hence, I find myself following the Hanafi fiqh in general without the strict taqlidi approach to it; I am at times influenced by the Deobandi (Sufi and Matrudi in creed) thought and the Tablighi mission but do not see myself entrapped by the neo-Deobandi and neo-Tablighi thought and methodology prevalent today; I am spiritually in touch with Nadwa and fully recognise the gap that this institution filled, which Deoband had widened – that of tradition and modernity. So I leave the task of defining and categorising the above to the reader”.
CONTACT
Website:
http://hamidmahmood.c0.uk
http://qmul.academia.edu/MohammadHamidMahmoodAssaleh
Email:
thisishamid@gmail.com
Facebook:
http://facebook.com/m.hamid.mahmood
PUBLICATIONS
‘Transnational traditionalist madāris in Britain’
Serialised on Turkey’s worldbulletin.net [24.09.2013]:
http://www.worldbulletin.net/madrasa-tradition/118493/transnational-traditionalist-madris-in-britain
‘Madrasa Tradition in the Subcontinent’
Published online on worldbulletin.net [08.10.2013]:
http://www.worldbulletin.net/filebox/119983/madrasa-tradition-in-the-subcontinent-ii
‘…I replied:
“I have never been fond of the idea of being labelled and stamped under a single monolithic crystallised title except for what God Himself chose for me – ‘… He has called you Muslims …’ (Qur’an 22:78). My thoughts and practises are influenced – just as almost every other Muslim – by experiences, learning and history. I was born into a Pakistani family, hence was taught the Hanafi fiqh, which I believe made its way to India following the collapse of the Abbasid Caliphate through Hanafi Sunni refugees fleeing Mongol tyranny. My late grandfather ‘Sayyid Masum Ali Shah’ was a graduate of Dar al-Ulum Deoband, an institute founded in colonial India following the 1857 Indian Rebellion. As a result of partition he was forced to migrate with my father, who at the time was only four. Early in my life I read books about the Prophet and Prophets penned by Maulana Abul Hasan Ali Nadwi, which triggered within me the desire to explore the history of Islam. This desire was to dictate the next nine years of my life; I studied ‘traditional Islam’ at the second oldest madrasa in the UK, founded by the Tablighi Jamat. Following madrasa and the Tablighi Jamat I went through a transition from ‘tradition’ to ‘modernity’ – I studied the Abrahamic religions at the University of London, after completing my B.A. (Hons) degree I am now studying the history of Islam and the West. My thoughts are influenced by all these factors. So moving to the request, ‘it is essential that you associate yourself with a Muslim school of thought or denomination’ I find it difficult to point to one and secondly how is denomination defined in the context of Islam? Is it school of fiqh, mission, politics, etc. Hence, I find myself following the Hanafi fiqh in general without the strict taqlidi approach to it; I am at times influenced by the Deobandi (Sufi and Matrudi in creed) thought and the Tablighi mission but do not see myself entrapped by the neo-Deobandi and neo-Tablighi thought and methodology prevalent today; I am spiritually in touch with Nadwa and fully recognise the gap that this institution filled, which Deoband had widened – that of tradition and modernity. So I leave the task of defining and categorising the above to the reader”.
CONTACT
Website:
http://hamidmahmood.c0.uk
http://qmul.academia.edu/MohammadHamidMahmoodAssaleh
Email:
thisishamid@gmail.com
Facebook:
http://facebook.com/m.hamid.mahmood
PUBLICATIONS
‘Transnational traditionalist madāris in Britain’
Serialised on Turkey’s worldbulletin.net [24.09.2013]:
http://www.worldbulletin.net/madrasa-tradition/118493/transnational-traditionalist-madris-in-britain
‘Madrasa Tradition in the Subcontinent’
Published online on worldbulletin.net [08.10.2013]:
http://www.worldbulletin.net/filebox/119983/madrasa-tradition-in-the-subcontinent-ii