sh.sePublikasjoner
Endre søk
RefereraExporteraLink to record
Permanent link

Direct link
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • harvard-anglia-ruskin-university
  • apa-old-doi-prefix.csl
  • Annet format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annet språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf
Global questions in the classroom: The formulation of Islamic religious education at Muslim schools in Sweden
Södertörns högskola, Institutionen för genus, kultur och historia, Religionsvetenskap.ORCID-id: 0000-0002-9865-1869
2011 (engelsk)Inngår i: Discourse. Studies in the Cultural Politics of Education, ISSN 0159-6306, E-ISSN 1469-3739, Vol. 32, nr 4, s. 497-512Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

This article focuses on the formulation of Islamic Religious Education (IRE) at two Swedish Muslim schools where fieldwork was conducted in 2005-2008. Its aim is to contribute knowledge to ways in which IRE is formed as a confessional school subject within the framework and under the jurisdiction of the Swedish school system. Even though the general content of the classrooms was fundamentally the same, specific variations were clearly evident. The paper shows that global discussions on matters such as ‘authentic Islam’, gender inequality, and Muslim minority life have influenced the teaching that has been offered in these classrooms. These discussions have developed out of the many ways in which contemporary Muslims can choose to express their faith. And although each teacher deals with these issues in her own unique way, they all attempt to connect them to the pupils’ situation as Muslims in Swedish society as well as to the national curriculum and local school syllabi. This leads to the concept of glocalisation, meaning that just as local conditions adapt to the influences of the global, so do global influences adapt to the conditions of the local. The paper demonstrates how the influences of interpretative tradition, local school context, situational perceptions and globally discussed issues work together to affect the content of IRE, meaning the type of interpretation of Islam that is provided in these schools.

sted, utgiver, år, opplag, sider
London: Routledge, 2011. Vol. 32, nr 4, s. 497-512
Emneord [en]
Muslim schools, Islamic Religious Education, interpretations of Islam
HSV kategori
Identifikatorer
URN: urn:nbn:se:sh:diva-13765DOI: 10.1080/01596306.2011.601549ISI: 000299627700003Scopus ID: 2-s2.0-80052863921OAI: oai:DiVA.org:sh-13765DiVA, id: diva2:462851
Tilgjengelig fra: 2011-12-08 Laget: 2011-12-08 Sist oppdatert: 2017-12-08bibliografisk kontrollert

Open Access i DiVA

Fulltekst mangler i DiVA

Andre lenker

Forlagets fulltekstScopus

Personposter BETA

Berglund, Jenny

Søk i DiVA

Av forfatter/redaktør
Berglund, Jenny
Av organisasjonen
I samme tidsskrift
Discourse. Studies in the Cultural Politics of Education

Søk utenfor DiVA

GoogleGoogle Scholar

doi
urn-nbn

Altmetric

doi
urn-nbn
Totalt: 363 treff
RefereraExporteraLink to record
Permanent link

Direct link
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • harvard-anglia-ruskin-university
  • apa-old-doi-prefix.csl
  • Annet format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annet språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf