Rissanen Negotiating Identity and Tradition in Single-faith Religious Education

A Case Study of Islamic Education in Finnish Schools
1. Auflage 2014
ISBN: 978-3-8309-8089-6
Verlag: Waxmann Verlag GmbH
Format: PDF
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 160 Seiten

What kinds of process of negotiation are involved in teaching and studying Islam in a modern liberal context? How can the common aims attached to liberal religious education in contemporary European multicultural societies be pursued in single-faith education? This book contributes to the search for legitimate and successful forms of religious education by presenting results from a case study examining Islamic education in Finnish schools. Finnish Islamic education, in which students study their own religion with aims drawn from the liberal educational paradigm, offers a space for negotiating liberal educational values in an Islamic framework and negotiating Islam in its many contexts. The findings demonstrate the possibilities as well as challenges in educating for autonomy, tolerance and citizenship through religion. The book also gives insights into students' negotiations on diversity and tolerance that are important for all involved in any form of multicultural education. These negotiations bring out distinct challenges in dealing with interreligious, intrareligious and cultural differences, and demonstrate how different understandings of tolerance in different ideological frameworks can cause confusion among students. The results lead to a discussion of the educational needs of Muslim students in contemporary Western societies and the competencies their teachers need.

Autoren/Hrsg.

Rissanen, Inkeri

Inhaltsverzeichnis

1;Buchtitel
;1
2;Acknowledgements;5
3;Abstract;7
4;Table of contents;9
5;1 Introduction;11
6;2 Religious education in Europe;14
6.1;2.1 Religious education in the context of a multicultural Europe –similar challenges, different approaches;14
6.2;2.2 Religious education in Finland;17
6.3;2.3 Criteria in analysing the legitimacy of approaches to religiouseducation: liberal educational values and human rights;20
6.4;2.4 Competing ideals of religious education: neutrality of the subjectand personal development of students;22
6.5;2.5 Are religions fitted into a liberal worldview in religiouseducation?;24
7;3 Islamic education;28
7.1;3.1 Basic principles of Islamic education;28
7.2;3.2 Islamic and liberal educational ideals in conflict?;29
7.3;3.3 Organising Islamic education in Europe;33
7.4;3.4 Islamic education in Finnish schools;35
8;4. Data and methods;38
8.1;4.1 The aim of the study;38
8.2;4.2 Paradigmatic starting points:anti-positivism, critical theory and ethnographic methodology;41
8.3;4.3 Methodological choices: case study and ethnography ineducational settings;43
8.4;4.4 The data gathering process and the participants of the study;45
8.5;4.5 The process of analysis;48
8.6;4.6 Validity of the study and the position of the researcher;49
9;5. The original refereed articles;53
9.1;I Developing religious identities of Muslim students inthe classroom: a case study from Finland;53
9.2;II Developing students’ willingness to encounter difference –teachers’ practices in Islamic education;68
9.3;III How Finnish Muslim students perceive and deal with religious andcultural difference: negotiating religious tradition with modernliberal and postmodern ideals;86
9.4;IV Teaching Islamic education in Finnish schools:A field of negotiations;105
10;6 Summary of research findings: Islamic education as a fieldof negotiations;128
10.1;6.1 Supporting students’ identity development:how teachers negotiate the value of autonomy;128
10.2;6.2 Supporting the willingness to encounter difference:how teachers and students negotiate the value of tolerance;130
10.3;6.3 Representing Islam: how teachers negotiate the diversity andlegitimacy of Islam;133
10.4;6.4 Contributing to the emergence of Finnish Islam:how teachers negotiate Islam in relation to its context;134
11;7 Discussion;137
11.1;7.1 Evaluation of the study;137
11.2;7.2 Supporting the identity negotiations of Muslim youth;139
11.3;7.3 Promoting tolerance;141
11.4;7.4 Pursuing reconciliation and respect – not neutrality;142
11.5;7.5 Concluding remarks: implications for religious education andfuture research;144
12;References;148
13;Appendices;158