Memorization and Focus: Important Transferables between Supplementary Islamic Education and Mainstream Schooling

Autor/inn/en	Berglund, Jenny; Gent, Bill
Titel	Memorization and Focus: Important Transferables between Supplementary Islamic Education and Mainstream Schooling
Quelle	In: Journal of Religious Education, 66 (2018) 2, S.125-138 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Berglund, Jenny)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1442-018X
DOI	10.1007/s40839-018-0060-1
Schlagwörter	Foreign Countries; Muslims; Adolescents; Secondary School Students; Educational Environment; Memorization; Skill Development; Religious Education; Islam; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Muslim; Muslimin; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Sekundarschüler; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Gedächtnistraining; Kompetenzentwicklung; Qualifikationsentwicklung; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Großbritannien
Abstract	This article presents the results of a participative study, involving a group of 27 British Muslim students aged 15-18, who were given the opportunity to reflect on the implications of having participated in two different 'traditions' of education: that is, Muslim supplementary education (in its various forms) and state mainstream schooling. The project was participative in that school senior managers had invited the researchers to carry out the research as part of their constant striving to identify the conditions under which students learn best. Both the design and outcomes of this research programme are presented and discussed in this article. One of the main findings is that the students experience the skills of memorization and focus as positive transferables. The findings will be discussed in terms of the concept of liturgical literacy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01