A strength-based approach to religion and spirituality for Muslim learners in health and physical education.

Autor/in	Chown, Dylan
Titel	A strength-based approach to religion and spirituality for Muslim learners in health and physical education.
Quelle	Aus: Curriculum renewal for Islamic education. New York: Routledge Taylor & Francis Group (2021) S. 125-152 PDF als Volltext Link als defekt meldenVerfügbarkeit
Reihe	Routledge research in religion and education
Beigaben	Illustrationen; Literaturangaben S. 149-152
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	978-0-367-22773-9; 978-0-367-77644-2; 978-0-429-27681-1
DOI	10.4324/9780429276811
Schlagwörter	Erziehung; Curriculum; Curriculumentwicklung; Islam; Religion; Spiritualität; Sportunterricht
Abstract	This chapter explores the intersections between religion and spirituality in Health and Physical Education (HPE) for educators of Muslim learners. HPE's connection to religion and spirituality is important given HPE's focus on body/body values (Benn, Dagkas, & Jawad, 2011), notions of healthy living, and inquiries of "dangerous subject matter" (such as sexuality, mental health, body image, and identity) (Jansson & McCuaig, 2019). Too often religion and spirituality are disconnected from the HPE learning area, reduced to an add-on, or seen solely as a barrier to engagement and participation. In this chapter, a strength-based approach to religion and spirituality is applied. It will consider for Islamic school educators, how an Islamic philosophy of education may inform the reading and enactment of HPE (curricular learning area) and sport (co-curricular program) in an Islamic school. For both Public and Islamic school educators, it will consider potential approaches that avail from ways Muslim learners may functionalize aspects of their religious/spiritual identities, and ways of knowing, being, and doing, in, through, and about HPE.
Erfasst von	Leibniz-Institut für Bildungsmedien \| Georg-Eckert-Institut (GEI), Braunschweig
Update	2023/1