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Islam in Education in European Countries. Pedagogical Concepts and Empirical Findings

:	Aurora Alvarez Veinguer, Gunther Dietz, Dan-Paul Jozsa, Thorsten Knauth (Hrsg.)
:	Islam in Education in European Countries. Pedagogical Concepts and Empirical Findings
:	Waxmann Verlag GmbH
:	9783830972822
:	1
:	CHF 14.30
:

:	Pädagogik
:	English

:	161
:	kein Kopierschutz/DRM
:	PC/MAC/eReader/Tablet
:	PDF

Relations between Muslims and the public education systems of Europe are often characterised by tensions. There is often still a perceived incompatibility between the claims of individual Muslims or Muslim communities on the one hand and the aims of public education in Europe on the other. The relatively recent presence of Islam in much of Europe, the internal diversity of Muslim communities, the lack of a centralized, hierarchical church-like structure– different arguments are used to justify such a discriminatory treatment of one of the largest faith communities in Europe.

Nevertheless, as this book aims to illustrate, there are already rich and diverse experiences throughout Europe of how to integrate Islam into the national and regional school systems, particularly in primary, but also in secondary education. Accordingly, this book provides some analyses of the ways in which Islam is integrated in education in certain regions of Spain, the Netherlands, France and England. These analyses are paralleled by empirical findings concerning the role of religion in the life of young Muslims, their views concerning religion in school, and the impact of religion in education and society in Spain, the Netherlands, Norway, Germany, France and England.

	Content	6
	Foreword	8
	References	11
	Introduction	12
	References	15
	Islam and Education in Spain	16
	1. Introduction	16
	2. A brief overview of the history of Islam and Muslims in Spain	16
	3. Empirical findings for IRE	26
	4. Teaching Islam in school: pedagogical reflections	38
	5. Concluding remarks	48
	References	49
	Acronyms used	51
	Islam within the Framework of “Laïcité”	52
	1. Introduction	52
	2. A brief overview of Islam and Muslims in France	52
	3. Empirical findings related to Muslims teenagers	57
	4. Teaching Islam at school: pedagogical remarks	62
	5. Conclusion	68
	References	68
	Islam in Education in the Netherlands	70
	1. Introduction	70
	2. The perception of Islam in the Netherlands	71
	3. Islam and the Dutch educational system	76
	4. Islamic schools	82
	5. Discussion and conclusions	90
	References	91
	A Qualitative Narrative of the Transition from Independent to Voluntary Aided Status	96
	1. The context of England and Wales	97
	2. The rationale behind Muslim schools: a theological understanding of Islam	97
	3. Introducing School A: origins of the school	98
	4. Nasira’s background and role in School A	99
	5. Background of intake at School A	100
	6. Positioning Muslim schools in the independent sector: an empirical context	101
	7. Changing nature of School A’s resources over time	102
	8. Specific vales at School A	103
	9. Ethos of the school over time	105
	10. Voluntary aided status in action: the national curriculum	106
	11. Voluntary aided status in action: Islamicising the curriculum	107
	12. Learning practices by example	108
	13. Language in everyday school life and appointing Non- Muslim staff	109
	14. Final experiences at School A	111
	15. Conclusion: what does the term ‘Muslim school’ really refer to?	112
	References	113
	Emancipation or Disengagement? Islamic Schools in Britain and the Netherlands	114
	1. Introduction	114
	2. Islamic schools and educating Muslim children in England and the Netherlands	115
	3. Islamic schools, the national curriculum and the “ Islamisation project”	118
	4. Religious instruction and the creation of an “Islamic ethos”	120
	5. Islamic schools, democratic citizenship and social cohesion	122
	6. Conclusions	125
	References	129
	Muslim Students Views on Religion and Education	132
	1. Introduction	132
	2. Personal views and experiences with religion	133
	3. Religion in school	142
	4. Impact of religion in society in the views of students	150
	5. Summary and conclusions	154
	References	157
	List of authors	160