“I can’t cope seeing my kids … hearing these kinds of prayers.” Parents’ rationale for choosing state-funded Muslim schools in the Republic of Ireland: an ethnographic study

ABSTRACT

The population of Muslims living in the Republic of Ireland has increased significantly in recent years. Despite Muslims being one of the fastest growing minorities in the country, there is a paucity of research on the educational choices of Muslim parents. This study draws on ethnographic fieldwork conducted between 2013 and 2014. Based on semi-structured interviews, this article focuses on the views of Muslim parents and teachers from two Muslim state-funded primary schools in Ireland. The interviews revealed that, for most parents, the schools’ Islamic ethos was an underlying motivation for enrolling their children at Muslim schools. The findings also demonstrate the negative reasons of their choices, such as the lack of accommodation and the feelings of isolation they and their children experienced in non-Muslim schools, which further heightens the perception that Muslim schools in Ireland act as safe environments that protect the cultural and religious identities of Muslim children. The article concludes with some considerations for future research.     

What kind of tensions are involved in the pedagogical use of religious narratives? Perspectives from Finnish Evangelic Lutheran and Islamic religious education

Abstract

In this article, we examine how narratives of religious traditions are used as resources in religious education (RE) and compare practices from Evangelic Lutheran religious education (LRE) and Islamic religious education (IRE) in Finnish public schools. The sacredness of narratives from holy books entails that there can be contestations over their pedagogical use, and teachers need to negotiate the possible tensions between the pedagogical aims of liberal RE and the integrity of the holy narratives. The research data consists of interviews with teachers of LRE (n = 4) and IRE (n = 5) as well as classroom observations. The results of qualitative content analysis show that teachers use narratives as pedagogical resources when teaching about and from religion. However, tensions occurred between the ideals of student-centred, experiential and creative learning, on one hand, and respecting the sacredness of the narratives, on the other. We also present teachers’ ways of negotiating the tensions as well as some differences between LRE and IRE in the pedagogical use of narratives.     

Psychology from Islamic Perspective: Contributions of Early Muslim Scholars and Challenges to Contemporary Muslim Psychologists

Early Muslims wrote extensively about human nature and called it Ilm-al Nafsiat or self-knowledge. In many cases, their works seem to be the original ideas for many modern day psychological theories and practices. What is interesting however is that a lot of what the early scholars wrote was blended with Islamic philosophy and religious ideas. This paper covers major contributions of prominent early Muslim scholars to psychology and outlines the challenges faced by today's Muslims in adapting to the Western theories. It also offers a few recommendations on the indigenization of psychology for Muslim societies interested in seeking the Islamic perspective on human behaviors.     

Reaching the Limits of Secularization? Turkish‐ and Moroccan‐Dutch Muslims in the Netherlands 1998–2006

This research note focuses on Muslim minorities living in a secular context, the Netherlands. The question is whether mosque attendance among Turkish‐ and Moroccan‐Dutch changed between 1998 and 2006, testing mechanisms of religious decline and religious vitality. Elaborating on previous research of the same Muslim groups, this study examines a longer time span and adds contextual‐level explanations. Whereas previous research reported a linear trend towards secularization over time and over generations, in recent years the trend has become more complex. The revival of religious attendance among the second generation is most striking. Forces of secularization such as educational attainment and generational replacement gradually lose their predictive power. Over time, processes of secularization are therefore not inevitable.     

Religious reflection in Pakistan: further evidence of integration between Muslim faith and intellect

Religious groups outside the West have displayed a positive correlation between faith and intellect-oriented reflection in contrast to the negative relationship found with American Christians. This study extended the analysis to Pakistani Muslims. University students (N = 180) responded to religious reflection scales along with measures of religious orientation and satisfaction with life. Faith- and intellect-oriented reflection correlated positively, and both displayed direct relationships with religious orientations and satisfaction with life. In multiple regression analyses, both combined to predict the intrinsic religious orientation, but faith-oriented reflection was the only significant predicter of other measures. These data further documented a compatibility between Muslim faith and intellect and supplemented other cross-cultural findings in suggesting that understandings of more conservative religious beliefs may require sensitivity not only to their content, but also to their cultural context.     

Negotiating faith on the Coventry Road: British-Muslim youth identities in the ‘third space’

This article, which arises from three years of ethnographic fieldwork, explores the negotiation of faith, place and social identity amongst British-Muslim youth in one inner-city community in Birmingham, UK. Narratives drawn from fieldwork are brought into a critical dialogue with theoretical discourse about the nature of culture, the built urban environment, youth identities and contextualised religious discourse within the British-Muslim community. The article suggests that a dynamic definition of culture as an open and ongoing process of meaning-making and the utilisation of ‘third space’ thinking are needed to adequately explore the multifaceted contextual religious discourse of British-Muslim youth. The article seeks to answer a key question: how do urban British-Muslim youth negotiate faith and meaning in a society that increasingly questions their presence and what might their experience have to teach wider society about the impact that contemporary urbanism has on the articulation of personal, political and religious identity?     

西方宗教教育在思想政治教育中的作用

西方国家的宗教教育非常活跃,并行使某种思想政治教育的职能。西方国家的宗教教育在对国民进行道德熏陶和政治控制,培养公民的民族精神和社会信仰,调和阶级关系,维护社会稳定,以及解决公民日常的思想问题和精神困惑等方面起着重要作用,对我国思想政治教育有着借鉴意义。     

COMPARISON AND HISTORY IN THE STUDY OF RELIGIOUS ETHICS: An Essay on Michael Cook's Commanding Right and Forbidding Wrong in Islamic Thought1

Qur'an 3:104 speaks of “commanding right and forbidding wrong” as a constitutive feature of the Muslim community. Michael Cook's careful and comprehensive study provides a wealth of information about the ways Muslims in various contexts have understood this notion. Cook also makes a number of comparative observations, and suggests that “commanding” appears to be a uniquely Muslim practice. Scholars of religious ethics should read Cook's study with great appreciation. They will also have a number of questions about his comparative comments. In this article, I suggest that scholars of comparative ethics should think less about the “uniqueness” of the materials examined by Cook, and more about the ways groups of human beings discipline their members, thereby constituting and maintaining themselves as communities of virtue.