Muslim schools and education in Europe and South Africa.

Sonst. Personen	Tayob, Abdulkader (Hrsg.); Niehaus, Inga (Hrsg.); Weisse, Wolfram (Hrsg.)
Titel	Muslim schools and education in Europe and South Africa. Gefälligkeitsübersetzung: Muslimische Schulen und Ausbildung in Europa und Südafrika.
Quelle	Münster; München: Waxmann (2011), 196 S.Verfügbarkeit
Reihe	Religionen im Dialog. 5
Zusatzinformation	Inhaltsverzeichnis
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	3-8309-2554-9; 978-3-8309-2554-5
Schlagwörter	Identifikation; Identitätsbildung; Afrika; Europa; Großbritannien; Islam; Muslim; Niederlande; Religionsgemeinschaft; Schule; Identifikation; Emanzipation; Minderheitenpolitik; Minderheit; Schule; Emanzipation; Entwicklungsland; Minderheitenpolitik; Islam; Minderheit; Religionsgemeinschaft; Muslim; Afrika; Europa; Großbritannien; Niederlande; Subsahara-Afrika; Südliches Afrika
Abstract	"This edited collection presents Islamic education in South Africa and a number of countries in Europe. It brings together general concerns of education among Muslims, together with current and unique developments in each country. Given the place of Islamic education in public debate, the collection includes a variety of contributions that respond to the goals and future of Islamic education, the context of terrorism and counter-terrorism, the place of religious education in the context of secular education and the role religious education plays in promoting or hindering social cohesion. It includes reflections on where Muslims should be directing education in the next few years to make it socially relevant and contribute to the democratization of society, as well as some comments on the unfortunate but real crosscurrents in educational policy and counter-terrorist initiatives. In between, it contains some reflective essays on the uniqueness and commonalities of Islamic education in various countries, on unexpected and unknown outcomes, and on new philosophies of education. In fact, the essays may be seen as critical contributions on a number of themes that are debated in the public sphere and within Muslim schools. (author's abstract). Contents: Abdulkader Tayob, Inga Niehaus and Wolfram Weisse: Introduction (7-14); Inga Niehaus: Emancipation or Disengagement? Muslim Minorities and their Islamic Schools in Britain, the Netherlands and South Africa (15-26); Yusef Waghid: Critical Islamic Pedagogy. Possibilities for Cultivating Democratic Citizenship and Cosmopolitanism in Muslim Schools (27-38); Abdulkader Tayob: Islamization for South African Muslim Independent Schools (39-54); Aslam Fataar: Identity, Religious Conversion and Spatial Mobility. The Case of Fuzile Ali at a Muslim Community School in Cape Town (55-62); Muhammad Khalid Sayed: South African Madrasahs Move into the 21st Century (63-83); Dietrich Reetz: The Tablighi Madrassas in Lenasia and Azaadville. Local Players in the Global "Islamic Field" (85-104); Lubna Nadvi: What does it Mean to be a Young Muslim in Contemporary South Africa? Perspectives on Popular Culture, Education, Muslim Public Discourses and Civic and Political Participation (105-120); Wolfram Weisse: Muslim Religious Instruction or "Religious Education for All"? Models and Experiences in the European Context (121-135); Andreas Hieronymus: Muslim Identity Formations and Learning Environments (137-161); Michael Kiefer, Irka-Christin Mohr: The Pros and Cons of Islamic Religious Education in German Schools (163-172); Alison Scott-Baumann: Developing Islamic Higher Education for a Secular University sector: Orientalism in Reverse? (173-193).
Erfasst von	GESIS - Leibniz-Institut für Sozialwissenschaften, Mannheim
Update	2012/2