Islam in Italian textbooks and the current issue of revising school textbooks in an intercultural perspective.

Autor/in	Breigheche, Nibras
Titel	Islam in Italian textbooks and the current issue of revising school textbooks in an intercultural perspective.
Quelle	Aus: Lucenti, Maria (Hrsg.): Teaching religious education. Challenges, developments and current debates in comparative perspective. Leiden: Brill (2025) S. 65-81 PDF als Volltext Link als defekt meldenVerfügbarkeit
Reihe	Religion and Education; Brill Research Perspectives in Humanities and Social Sciences; Brill Research Perspectives in Religion and Education; Religious Studies, Theology and Philosophy E-Books Online, Collection 2026
Beigaben	Literaturangaben S. 79-81
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	978-90-04-72656-7; 978-90-04-72657-4
DOI	10.1163/9789004726574_005
Schlagwörter	Stereotyp; Bildungswesen; Schule; Interkulturalität; Schulbuch; Islam; Religiöser Pluralismus; Italien
Abstract	Religious pluralism is a long-established fact in Italian schools today. The issue concerns not only the didactics and educational practices employed by teachers, but also textbooks, which should be carefully thought out and designed with an intercultural perspective, as UNESCO has recommended several times. In the case of Islam, surveys of the textbooks in use in Italian schools show that disparaging statements and suggestions are less frequent in recent years, even if the representation of the Islamic religion continues to be often reductive: Islam is still presented as a uniform and exotic reality, concealing the existence of a modern European Islam. In this essay the author has compared two Italian manuals on Catholic religion published in 2004 and 2014. The analysis conducted confirms the need and urgency to prevent and counter the easy tendencies to erect fences and irremediable contrasts, starting from the textbooks themselves, in which inaccuracies, stereotypes and prejudices about Islam and Muslims are still reiterated today.
Erfasst von	Leibniz-Institut für Bildungsmedien \| Georg-Eckert-Institut (GEI), Braunschweig
Update	2026/3