Half a Century of Islamic Education in Dutch Schools

Autor/inn/en	Ter Avest, K. H.; Rietveld-van Wingerden, M.
Titel	Half a Century of Islamic Education in Dutch Schools
Quelle	In: British Journal of Religious Education, 39 (2017) 3, S.293-302 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-6200
DOI	10.1080/01416200.2015.1128391
Schlagwörter	Islam; Religious Education; Immigrants; Foreign Countries; Educational History; Social Integration; Public Schools; Private Schools; Catholics; Protestants; Student Adjustment; Religious Factors; Moral Values; Self Concept; Teacher Attitudes; Cultural Pluralism; Learning Processes; School Role; Inclusion; Elementary Secondary Education; Netherlands + Suchen Sie Ihr Suchwort? Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Immigrant; Immigrantin; Immigranten; Ausland; History of education; Bildungsgeschichte; Soziale Integration; Public school; Öffentliche Schule; Private school; Privatschule; Katholik; Protestantism; Protestantismus; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Moral value; Ethischer Wert; Selbstkonzept; Lehrerverhalten; Kulturpluralismus; Learning process; Lernprozess; Inklusion; Niederlande
Abstract	During the second half of the twentieth century, faithful followers of non-Western religions immigrated into Western European countries. Their children were a challenge for the respective educational system in the host countries. In the Dutch context, the educational system consists of public and private schools in which religion is the most dividing factor. Private schools are largely denominational schools with, as main denominations, Roman Catholics and Protestants, while state schools are presented as religiously neutral. How did this dual system cope with the import of a relatively new religion like Islam? In our contribution, we describe half a century's history of Islamic children in Dutch schools by addressing the following questions. In what way did state and denominational schools on the one hand and the government on the other hand try to include Islamic pupils (and their parents) and facilitate their integration into the Dutch educational system and by consequence into Dutch society? And, the other way around, how did these new comers adapt themselves to the Dutch educational system, and did they stimulate, directly or indirectly, reflection on religion and values? We come to the conclusion that the most influential initiatives came from both Christian and Islamic schools as a consequence of their focus on the importance of the formation of pupil identity and life orientation and that teachers' knowledge about and attitude regarding (religious) diversity are pivotal in processes of learning about and from each other as a precondition for integration into a society characterised by diversity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01