Islam and Sex Education in the Netherlands: Reflection on an Example of Teaching Material for Islamic Primary Schools

Autor/in	ter Avest, K. H.
Titel	Islam and Sex Education in the Netherlands: Reflection on an Example of Teaching Material for Islamic Primary Schools
Quelle	In: Religious Education, 116 (2021) 5, S.479-492 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-4087
DOI	10.1080/00344087.2021.2004028
Schlagwörter	Islam; Sex Education; Religious Factors; Citizenship Education; Elementary School Students; Foreign Countries; Teaching Methods; Self Concept; Instructional Materials; Religious Schools; Religious Education; Course Content; Material Development; Professionalism; Netherlands + Suchen Sie Ihr Suchwort? Sex instruction; Sexualaufklärung; Sexualerziehung; Sexualkunde; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Selbstkonzept; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Kursprogramm; Lehrmaterialentwicklung; Professionalität; Niederlande
Abstract	This contribution is situated in the discussion on sex education in the Netherlands, in relation to "Islamic Pedagogy," in particular "Islam 'and' Pedagogy," on the one side, and (religious) identity development on the other side. Islamic Pedagogy seems to be the theoretical framework of an example of developed teaching materials for sex education designed for Islamic primary schools in the Netherlands. Sex education is a compulsory yet sensitive subject in Dutch primary schools, usually included in the subject of Citizenship Education; in Islamic primary schools, it is included in the subject of Islamic Religious Education. After a short introduction to the Dutch education system, including the compulsory nature of sex education as a subject, this contribution offers a description of an example of developed teaching material, followed by a reflection from the point of view of pupils' (religious) identity development as future citizens of Dutch pluralist society. For future teachers who are responsible for sex education, reflection is recommended--on their cognitive and affective relational positioning regarding Islam and concerning sex education. It is expected that deep reflection will stimulate the development of normative professionalism of sex educators in Dutch Islamic primary education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01