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| Autor/in | Boyle, Helen N. |
|---|---|
| Titel | The Growth of Qur'anic Schooling and the Marginalization of Islamic Pedagogy: The Case of Morocco. |
| Quelle | (2001), (16 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Classroom Techniques; Colonialism; Comparative Analysis; Foreign Countries; Islam; Islamic Culture; Private Schools; Religious Education; Morocco |
| Abstract | For centuries, Morocco has had a dynamic network of Qur'anic schools, serving children from elementary age through adulthood. Qur'anic schools are religious schools that facilitate memorization of the Qur'an through teaching children to pronounce and recite the Qur'an according to an accepted recitational style. Despite 44 years of French colonization, Islamic education persists, although it has in many ways been crowded out by the introduction of more secular public education that grew out of colonialism. This paper examines the interplay between these two traditions in Morocco, looking at ways in which they have come to coexist, ways in which they have influenced each other, and different social and educational roles they have assumed. In so doing, the paper discusses the paradox of the growth and popularity of Qur'anic preschools, even as the traditional pedagogy of these schools is subsumed by modern pedagogical strategies common to public schools. (Author/BT) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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