Qur'anic Education and Non-Confessional RE: An Intercultural Perspective

Autor/inn/en	Berglund, Jenny; Gent, Bill
Titel	Qur'anic Education and Non-Confessional RE: An Intercultural Perspective
Quelle	In: Intercultural Education, 30 (2019) 3, S.323-334 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Berglund, Jenny)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-5986
DOI	10.1080/14675986.2018.1539305
Schlagwörter	Islam; Religious Education; Muslims; Educational Experience; Supplementary Education; Semitic Languages; Reading Instruction; Student Attitudes; Multicultural Education; Institutional Characteristics; Comparative Education; Memorization; Dialogs (Language); Outcomes of Education; Cultural Awareness; Cross Cultural Studies; Foreign Countries; Civil Rights; International Organizations; Intergroup Relations; Program Descriptions; World Views; Books; Criticism; United Kingdom (England); Sweden; Europe + Suchen Sie Ihr Suchwort? Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Muslim; Muslimin; Bildungserfahrung; Ergänzungsunterricht; Arabisch; Hebräisch; Leseunterricht; Schülerverhalten; Multikulturelle Erziehung; Vergleichende Erziehungswissenschaft; Gedächtnistraining; Dialog; Dialogs; Dialogue; Dialogues; Lernleistung; Schulerfolg; Cultural identity; Kulturelle Identität; Cultural comparison; Kulturvergleich; Ausland; Bürgerrechte; Grundrechte; Zivilrecht; International organisation; International organisations; International organization; Internationale Organisation; Intergruppenbeziehungen; World view; Weltanschauung; Book; Buch; Monographie; Monografie; Kritik; Schweden; Europa
Abstract	This article focuses on the reported experiences of Muslim students that regularly shift between Muslim 'supplementary education' (including its traditional confessional focus on learning to read Arabic and then memorise and recite the Qur'an) and mainstream school education (including its 'inclusive' form of religious education'). The aim has been to better comprehend how these students make sense of this dual educational experience while negotiating the knowledge, skills, and values that are taught to them by two often seemingly disparate institutions. A further aim is to place our findings within the growing field of intercultural education. Though both types of education are often thought to be distinct and oppositional -- the former as non-confessional and 'modern', the latter as confessional and 'outmoded' -- both English and Swedish students were able to identify a degree of symbiosis between the two, particularly in relation to the process of memorisation. Thus, it became increasingly clear to the researchers that Muslim student reflection on their participation in both traditions of education had an "intercultural" dimension in the sense of encouraging dialogue and discussion "across" educational cultures prompting new knowledge and understanding. This article lays out some of the evidence for this conclusion. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01