A Normative Approach to the Legitimacy of Muslim Schools in Multicultural Britain

Autor/in	Hills, Peter Matthew
Titel	A Normative Approach to the Legitimacy of Muslim Schools in Multicultural Britain
Quelle	In: British Journal of Educational Studies, 63 (2015) 2, S.179-196 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1005
DOI	10.1080/00071005.2014.996522
Schlagwörter	Foreign Countries; Muslims; Islam; Religious Cultural Groups; Religious Education; Minority Groups; Federal Aid; Financial Support; Cultural Differences; Cultural Influences; Social Integration; Educational Environment; Social Attitudes; Religious Factors; Sexuality; Single Sex Schools; Gender Issues; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Muslim; Muslimin; Kirchliche Gruppe; Religionszugehörigkeit; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Ethnische Minderheit; Finanzielle Förderung; Kultureller Unterschied; Cultural influence; Kultureinfluss; Soziale Integration; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Social attidude; Soziale Einstellung; Sexualität; Single-sex schools; Single-sex classes; Single sex classes; Getrenntgeschlechtliche Erziehung; Schule; Geschlechterfrage; Großbritannien
Abstract	Debate has grown about the legitimacy of Muslim faith schools within the British education system. At the same time, scepticism has developed towards multiculturalism as a normative approach for dealing with diversity. This article argues that it is worth retaining the normative impetus of multiculturalism by returning to its roots in political philosophy. In particular, we can draw on Will Kymlicka's distinction between "internal restrictions" and "external protections" as a way to assess the legitimacy of minority claims. Having outlined this distinction, the paper applies it to the case of Muslim Schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01