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