Islamic Religious Schooling
The North American Context
DOI:
https://doi.org/10.20377/rpb-1921Schlagworte:
Kontroversität, Religionsunterricht, empirische Unterrichtsforschung, PluralitätAbstract
In den vergangenen Jahren wurde in unterschiedlichen fachdidaktischen Diskursen mit großem Engagement über den Begriff der Kontroversität nachgedacht. Diese Aussage lässt sich zweifelsfrei auch auf die Religionspädagogik übertragen, wobei die Beschäftigung mit diesem Thema bislang noch eher punktuell und wenig systematisch erfolgt. Der Artikel gibt einen Einblick in die aktuelle religionspädagogische Diskussion. Der Fokus liegt dabei auf aktuellen Unterscheidungen, didaktischen Strategien und empirischen Forschungsergebnissen. Auf diesem Hintergrund werden sowohl analytische Ansatzpunkte zum Verständnis des Kontroversitätsmangels im Religionsunterricht als auch weiterführende Perspektiven zur Überwindung dieses Mangels diskutiert
Literaturhinweise
Al Kandari, Kalthoum M. (2004). Islamic School: Challenges and Potentials in the 21st Century. A Case Study of Al-Amal, a Private Bilingual School in Kuwait. Virginia Tech.
Ali, Faisal M. (2012). The Challenges and Opportunities of Implementing an Islam-Based Education System in Canada’s Multicultural Society: The Case of the British Columbia Muslim School. Durham University.
Amiraux, Valérie (2016). Visibility, transparency and gossip: How did the religion of some (Muslims) become the public concern of others? Critical Research on Religion, 4(1), 37–56. https://doi.org/10.1177/2050303216640399
Azmat, Sufia & Shatara, Leila H. (2023). The Council of Islamic Schools in North America (CISNA): An Internationally Recognized Accrediting Agency. Journal of Education in Muslim Societies, 4(2), 116–126. https://doi.org/10.2979/jems.2022.a896977
Bakali, Naved (2015). Islamophobia in Quebec Secondary Schools: inquired into the lived experiences of Muslim Youth Post-9/11. McGill-Queen’s University Press.
Beyer, Peter & Ramji, Rubina (2013). Growing Up Canadian: Muslims, Hindus, Buddhists. McGill-Queen’s University Press. https://doi.org/10.1515/9780773588745
Blumenfeld, Warren J. (2006a). Creating religious pluralism in schools: An original resource handout for workshops on Christian privilege and religious oppression. Unpublished manuscript.
Blumenfeld, Warren J. (2006b). Christian Privilege and the Promotion of “Secular” and Not-So “Secular” Mainline Christianity in Public Schooling and in the Larger Society. Equity & Excellence in Education, 39(3), 195–210. https://doi.org/10.1080/10665680600788024
Bouchard, Gérard & Taylor, Charles (2008). Building the Future. A Time for Reconciliation. Commission de consultation sur les pratiques d'accomodement reliées aux différences culturelles.
Brifkani, Isra (2021). Whole Child Education in the Context of Islamic Schools in the United States: Principals’ Perspectives. Religious Education, 116(2), 116–128. https://doi.org/10.1080/00344087.2021.1872004
Brodeur, Patrice (2008). La commission Bouchard-Taylor et la perception des rapports entre “Québécois” et “musulmans” au Québec. Cahiers de recherche sociologique, 46, 95–107. https://doi.org/10.7202/1002510ar
Brooks, Melanie C. & Ezzani, Miriam D. (2017). “Being Wholly Muslim and Wholly American”: Exploring One Islamic School’s Efforts to Educate against Extremism. Teachers College Record, 119(6), 1–32. https://doi.org/10.1177/016146811711900601
Cairns, Jo (2009). Faith Schools and Society. Civilizing the Debate. Continuum.
Clauss, Kathryn, Ahmed, Shamshad & Salvaterra, Mary (2013). The Rise of Islamic Schools in the United States. The Innovation Journal, 18(1), 1–13.
Fraser-Burgess, Sheron (2013I. Group Identity, Deliberative Democracy and Diversity in Education. Educational Philosophy and Theory, 44(5), 480–499. https://doi.org/10.1111/j.1469-5812.2010.00717.x
Haddad, Yvonne Y., Senzai, Farid & Smith, Jane I. (2009). Educating the Muslims of America. Oxford University Press. https://doi.org/10.1093/acprof:oso/9780195375206.001.0001
Hmimssa, Azeddine (2018). Ethnographie de la citoyenneté en périodes de tension au sein de groupes catholiques, musulmans et sécularisés et dans leurs relations mutuelles. University of Montreal.
Jackson, Robert (2004) Rethinking Religious Education and Plurality. Issues in Diversity and Pedagogy. Routledge.
Kelly, Patricia L. (2000). Integrating Islam: A Muslim school in Montreal. National Library of Canada.
Khan, Anwar N. (1999). Religious Education in Canadian Public Schools. The Journal of Law and Education, 28(3), 431–442.
Kymlicka, Will (2003). Being Canadian. Government and Opposition, 38(3), 357–385. https://doi.org/10.1111/1477-7053.t01-1-00019
Maxwell, Bruce, Waddington, David I., McDonough, Kevin, Cormier, Andrée-Anne & Schwimmer, Marina (2012). Interculturalism, Multiculturalism, and the State Funding and Regulation of Conservative Religious Schools. Educational Theory, 62(4), 427–447. https://doi.org/10.1111/j.1741-5446.2012.00455.x
Memon, Nadeem A. (2021. A History of Islamic Schooling in North America. Mapping Growth and Evolution. Routledge. https://doi.org/10.4324/9780429442797
Mendelsohn, Matthew (2007). Measuring National Identity and Patterns of Attachment: Quebec and Nationalist Mobilization. Nationalism And Ethnic Politics, 8(3), 72–94. https://doi.org/10.1080/13537110208428670
Miller, Joyce (2013). Resilience, violent extremism and religious education. British Journal of Religious Education, 35(2), 188–200. https://doi.org/10.1080/01416200.2012.740444
Modood, Tariq (2016). Multiculturalism, Interculturalisms and the Majority. In Nasar Meer, Tariq Modood & Ricard Zapata-Barrero (Eds.), Multiculturalism and Interculturalism: Debating the Dividing Lines (pp. 246–265). Edinburgh University Press. https://doi.org/10.3366/edinburgh/9781474407083.003.0011
Saada, Najwan (2022). Balancing the Communitarian, Civic, and Liberal Aims of Religious Education: Islamic Reflections. Religions, 13(12), 1198. https://doi.org/10.3390/rel13121198
Shatara, Leila H., Barakat, Maysaa & Bourkiza, Mounir (2019). Understanding the Minority Voice in a Pluralistic Society: The Case of Islamic Schools. International Journal of Educational Reform, 29(1), 60–76. https://doi.org/10.1177/1056787919877140
Stets, Jan E. &Peter J. Burke (2000). Identity Theory and Social Identity Theory. Social Psychology Quarterly 63(3), 224–237. https://doi.org/10.2307/2695870
Sweet, Lois (1997). God in the classroom: The controversial issue of religion in Canada’s schools. McClelland & Stewart.
Taylor, Charles (2012). Interculturalism or multiculturalism? Philosophy & Social Criticism, 38(4–5), 413–423. https://doi.org/10.1177/0191453711435656
Thésée, Gina & Carr, Paul R. (2009). Au-delà des conflits entre religion et science. Y a-t-il une place pour une épistémologie éthique en éducation. In Michael Schleifer & Victoria Talwar (Eds.), Science et religion en éducation. Comment répondre aux questions des enfants (pp. 189–212). Presses de l’Université de Québec. https://doi.org/10.2307/j.ctv18ph3g9.23
Thiessen, Elmer J. (2001). In Defence of Religious Schools and Colleges. McGill-Queen’s University Press. https://doi.org/10.1515/9780773569164
Tiflati, Hicham (2017). Muslim Youth Between Quebecness and Canadiannes: Religiosity, Identity, Citizenship, and Belonging. Canadian Ethnic Studies, 49(1), 1–17. https://doi.org/10.1353/ces.2017.0000
Tiflati, Hicham (2020). Islamic Schooling and the Identities of Muslim Youth in Quebec: Navigating National Identity, Religion, and Belonging. Routledge. https://doi.org/10.4324/9781003048275
Tiflati, Hicham (2022). Muslim Youth Issues in North America: The Canadian Context. Oxford Research Encyclopedia. https://doi.org/10.1093/acrefore/9780199340378.013.871
Zine, Jasmin (2001). Muslim youth in Canadian Schools: Education and the Politics of Religious Identity. Anthropology and Education Quarterly, 32(4), 399–423. https://doi.org/10.1525/aeq.2001.32.4.399
Zine, Jasmin (2004). Creating a Critical Faith-Centered Space for Antiracist Feminism: Reflections of a Muslim Scholar-Activist. Journal of Feminist Studies in Religion, 20(2), 167–187. https://doi.org/10.2979/FSR.2004.20.2.167
Zine, Jasmin (2008). Canadian Islamic schools: Unraveling the Politics of Faith, Gender, Knowledge, and Identity. University of Toronto Press. https://doi.org/10.3138/9781442687509
Downloads
Veröffentlicht
Zitationsvorschlag
Ausgabe
Rubrik
Lizenz
Copyright (c) 2025 Hicham Tiflati, Azeddine Hmimssa
Dieses Werk steht unter der Lizenz Creative Commons Namensnennung 4.0 International.
