Promoting positive community relations: what can RE learn from social psychology and the shared space project?

In this article we considered the relevance of specific claims that ‘multi-faith’ approaches to Religious Education (RE) play a role in promoting good community relations. In doing so, we adopted a social-psychological perspective where engaging in positive and meaningful interactions with diverse others reduces prejudice. Survey responses from 92 RE teachers across the UK were examined to determine the extent to which strategies for promoting positive community relations were embedded within classroom practice. We next examined whether teachers intuitively used social psychological theory – namely the contact hypothesis – to promote positive communities in their classrooms. Results demonstrated that the majority of surveyed RE practitioners perceived community relations to be a core aim of RE and that contact theory was applicable to their practice. Teachers reported examples of how they embed both contact theory and RE in their classrooms but not all of these aligned with social psychological theory. Findings suggest that successful practice in RE may be further developed by integrating theoretical principles of the contact hypothesis. Implications and future directions will be discussed.     

Responses of Three Muslim Majority Primary Schools in England to the Islamic Faith of Their Pupils

This paper considers the responses of three English primary schools to the education of their Muslim pupils. It begins by setting out the context of discussion about Muslims and education in Europe as well as by describing some of the structural and pedagogical characteristics and trends in English education influencing the schools’ options and choices. The main body of the article is a comparative analysis of the three schools, focusing on the approaches of teachers and school leaders to the faith backgrounds of their pupils, their constructions of Islam for these educational contexts, and their preparation of Muslim children for a religiously plural Britain. As the schools devise strategies and select between options, they provide in microcosm differing models of the inclusion of minority Islam in a western society.     

Muslim Americans’ Responses to Social Identity Threats: Effects of Media Representations and Experiences of Discrimination

ABSTRACT

Direct and indirect social identity threats can influence stigmatized individuals to seek identity management strategies that restore a positive sense of social identity. The current study examined the effects of media representations and self-reported experiences of discrimination on Muslim American students’ identity management strategies. Results revealed that Muslim American students who viewed negative media representations of their religious ingroup, relative to a control video, were less likely to desire acceptance by other Americans and more likely to avoid interactions with majority members. Additionally, self-reported experiences of discrimination significantly and positively influenced a desire for collective action. These results reveal the powerful effects of media representations and discrimination in threatening minority group members’ social identity and exacerbating negative intergroup relations between majority and minority groups.     

“I know what a Muslim really is”: how political context predisposes the perceived need for an objective Muslim identity

This article explores the process by which Western Muslim young adults develop the need to experience an ‘objective’ religious identity. We interviewed 20 Western Muslim young adults born in Montreal, Berlin, and Copenhagen within the age range of 18–25, exploring their religious identity development. The interviews were semi-structured and open-ended. Thematic content analysis was used to explore patterns in their narratives. The participants disliked the perceived ethnocentric Muslim identity of their parents, which they sought to ‘purify’ for themselves from ‘cultural contamination’. There were two important elements underlying the process of religious identity objectification: experience of anti-Muslim political discourse and exposure to religious diversity in the aftermath of deterritorialisation.     

The vicious circle of religious prejudice: Islamophobia makes the acculturation attitudes of majority and minority members clash

Public discourse often portrays Islam as the main obstacle for Muslim minorities' integration, paying little attention to the contextual factors hindering this process. Here, we focus on islamophobia as one destructive factor that hinders the mutual integration between Muslim minority and Western majority members, affecting both groups. In Study 1, the more islamophobic majority members were, the more they expected Muslims to give up their heritage culture and the less they wanted them to integrate. In Study 2, only when Muslims experienced substantial religious discrimination did religious identity negatively relate to national engagement and particularly positively relate to ethnic engagement. Together, the studies suggest that religious prejudice in the form of islamophobia is a major obstacle to Muslims' integration because it increases the incongruity between majority and minority members' acculturation attitudes.     

School Context and Ethnic Minority Adolescent Religiosity: A Longitudinal Study

Previous research has shown that ethnic school composition can have an impact on a number of outcomes for pupils. The influence ethnic school composition has on pupils’ religiosity, however, has not received much attention. Furthermore, the few previous studies that have examined this relationship have relied on cross‐sectional data, thus being unable to separate selection effects from causal effects. In this research note we use longitudinal data collected among pupils in the third (2011–2012) and sixth grade (2014–2015) of secondary schools in Flanders, the northern part of Belgium. We examine changes in religiosity among pupils using cross‐classified multilevel analyses. The results show that there is a positive impact of ethnic school composition on ethnic minority religiosity. This does not mean, however, that pupils become more religious in schools with a higher share of ethnic minority pupils. We rather see that a decline in religiosity among highly religious pupils is attenuated in schools with more ethnic minority pupils.     

Teacher discourse constructing different social positions of pupils in Finnish separative and integrative religious education

Abstract

This article examines social practices within classroom discourse in two different Finnish religious educational contexts. The article critically observes the construction of certain positions and identities as part of the school discourse and the inclusive vs exclusive practices of language. The research material consists of classroom observations and staff interviews from two separate studies. The first study investigates two cases in separative religious education (RE), Islamic and Lutheran. The second study deals with integrative practices of RE. In this study, discourse analysis as a methodological tool is used to examine discursive practices in RE lessons. The study will explore the following question: What kinds of subjectivities are constructed through teachers’ discursive practices in separative and integrative RE? The study will demonstrate that teachers use scientific language to underline the objective nature of RE and use the language of belonging to engage their pupils on a personal level. The former ends up silencing the religious stance, while the latter often excludes those who do not share those specific experiences. The findings reveal some challenges in developing inclusive teaching.     

Ethnocultural identification and naturally occurring interethnic social interactions: Muslim minorities in Europe

This study examined relationships between ethnic identification and ethnic minority members' interactions with majority group members. Members of Muslim minority groups, ethnic Turks and Moroccans in the Netherlands and Chechens in Poland, described the social interactions they had for two weeks using a variant of the Rochester Interaction Record (RIR). They also completed measures of ethnocultural identification that distinguished involvement with and attachment to their ethnic minority culture and to the majority culture. Relationships between ethnic identification and contact with the majority group varied as a function of the dimension and source of identification and the aspect of interaction (quantity or quality) being considered. Across the samples, involvement with the ethnic minority culture was negatively related to the quantity of contact with majority group members, whereas emotional attachment to the majority culture was positively related to the quality of interactions with majority group members. Attachment to the ethnic minority culture was not related to either the quantity of interaction with majority group members or to the quality of these interactions. These results suggest that when studying interethnic contact, it is important to distinguish different dimensions and sources of ethnic identification and different aspects of interethnic contact. Copyright © 2009 John Wiley & Sons, Ltd.     

New approaches to the ‘crucial’ test of the causation and selection hypotheses in a Northern Irish sample

This paper examines the relationship between minority/majority status and psychological adjustment, as measured by the GHQ‐12. Rather than using religious labels in Northern Ireland to define minority/majority status, the authors hypothesized that such status is more contingent upon the local area context. Using a purer operationalization of minority/majority status, the authors found no evidence of an ‘ethnic density effect’. Implications for the questionable validity of the ‘crucial test’ of the selection and causation hypotheses are discussed. Copyright © 2002 John Wiley & Sons, Ltd.     

The core of religious education: Finnish student teachers’ pedagogical aims

This article investigated the core of religious education (RE) by examining Finnish student teachers’ pedagogical aims in the context of Lutheran RE. The data consisted of essays (N=82) analysed in a deductive manner using the main concepts of the didactic triangle together with the aims of the Finnish National Core Curriculum. The student teachers identified familiarising oneself with one’s own and other religions in addition to growing ethically and understanding the religious dimension of life as the core goals of RE. By attaining these goals, pupils may also achieve the higher order aims of RE and cross-curricular goals of the curriculum. A teacher’s pedagogical and moral competence as well as expertise in subject matter was emphasised, and the pedagogical relation with students was also seen as important. A deeper understanding of pupils and the importance of a didactic relation in teaching were identified as pedagogical aims that need to be pursued further.     

Intersectional cosmopolitanism: Muslim women’s engagement with polygamy on Malaysian and Indonesian screens

ABSTRACT

This article interrogates how the diverse realities of Muslim women fray the concept of ‘Muslim cosmopolitanism’ in Southeast Asia. By comparing how Malaysian Muslim women interpret polygamy in Malaysian and Indonesian screens, this article problematises the idea of a unified cosmopolitanism experienced by Muslims from the Malay world. Based on findings from interviews with 25 educated women, this article shows that media representations of polygamy and Muslim femininity can differ even between two Southeast Asian countries sharing common gendered and religious practices. It argues that the women’s understanding of polygamy is based on the intertwinement of their ethnic, gendered and classed subjectivities that are not necessarily informed by their religious beliefs per se but rather by the broader socio-political contexts in which they live. Through this embodiment of intersectional cosmopolitanism, they not only disrupt existing notions of ‘Muslim cosmopolitanism’ but highlight the heterogeneous experiences of Muslims within Southeast Asia.     

The development of beliefs and values in early adolescence: a case study through religious education pedagogy

Remarks on current educational language precede discussions of: pupils’ educational development; pupil voice; adolescence and action research. There follows a report of an innovation in religious education pedagogy, designed to address concerns that pupils should be helped to understand the emergence of their own beliefs and values over time. This report then prompts some reflections on religious education’s turn in the direction of hermeneutics. A form of religious education is sketched where pupils’ awareness of changes to their own beliefs and values over time is a key feature. Such awareness marks spiritual, moral, social and cultural development, an issue granted less than adequate coverage in the present UK education agenda.     

School Achievement of Immigrant Children: The Decreasing Influence of Ethnic Concentration

There is an ongoing debate in many countries about the assumed negative influence of ethnically concentrated schools on pupils’ cognitive development. This paper addresses the influence of concentrations of ethnic minority children in schools on the school achievement of their pupils. The analysis covers the period 1988–2004 and is based on a very large (60,000 pupils in each edition) longitudinal survey of the school achievement of primary school pupils, which was held every 2 years in the Netherlands. It reveals that the educational achievements of pupils from ethnic minority groups are improving, more so in arithmetic than in language. The paper examines whether ethnically concentrated schools make up the gap. We find that ethnically concentrated schools appear to become more and more adept at dealing with the educational disadvantage of ethnic minority children: they are making greater progress in educational achievement than schools with few ethnic minority children. Over the 15-year period studied, ethnically concentrated schools have removed around half the language disadvantage compared to ‘white’ schools, and as much as even three-quarters of the gap in arithmetic.     

Ethnic identification,religious identity,and psychological well-being among Muslim and Christian Palestinians in Israel

This study examined relationships between ethnic identification, religious identity, and psychological well-being. The participants were 854 indigenous Israeli Palestinians, of whom 520 (36% males and 64% females) were Muslim and 334 (39% males and 61% females) Christian students, respectively. The sample ranged in age between 17 and 38 years, with a mean of 24.31 (SD = 4.43). Measures of Palestinian ethnic identity, religious identity, and psychological well-being were administered to study participants. The analysis revealed that, for each of the Muslim and Christian samples, Palestinian ethnic identity and religious identity were weakly positively correlated, a finding indicating a possible relative independence between these constructs. After partialling out the effect of age and religious identity, increased degrees of Palestinian ethnic identification linked to higher degrees of positive indicators of well-being and to lower degrees of negative indicators of well-being within each of the samples. These findings held, and were even more pronounced, in the case of religious identity, after controlling for age and Palestinian ethnic identity. The study concludes that religious identity may equal or exceed ethnic identity in importance as a feature of minority individuals’ self-concept informing their well-being.     

Nonfirmands: Danish youth who choose not to have a Lutheran confirmation

Most Danish youth participate in the traditional Lutheran ritual of confirmation. However, a growing minority does not. Based on survey data collected in 2011 from over 600 Danish pupils, this study examines the ways in which Danish ‘nonfirmands’ are different from their peers who participate in confirmation in relation to religious background, personal religious beliefs, intellectual engagement, and demographic factors. We further explore key motivations for ‘nonfirmation’ expressed by the nonfirmands in the sample. Broadly speaking, our findings highlight secular socialization and individual beliefs about God as key elements in understanding the nonfirmand and his or her reasons for opting out of confirmation. We expect confirmations to continue to decline in popularity as nonfirmation gains social acceptance, as nonfirmands raise their own children, and as Denmark becomes increasingly secular.     

Does ethnicity matter? The impact of stereotypical expectations on in-service teachers’ judgments of students

Ethnic minority students face many disadvantages in school, which might be due in part to teachers’ stereotypical expectations and attitudes. Dual process theories of impression and judgment formation specify person information that confirms or disconfirms stereotypical expectations as determinants of how judgments are formed. While expectation-confirming information should result in stereotype-based judgments, expectation-disconfirming information should lead to more information-integrating processes. Moreover, attitudes should also be affected in a positive way when a person encounters expectation-disconfirming information. The current study experimentally investigated these hypotheses with regard to stereotypical expectations about ethnic minority students. Eighty-three experienced teachers were randomly divided into four different groups. One group judged a below-average ethnic minority student (confirming) and another group a below-average ethnic majority student. Two other groups judged either an above-average ethnic minority (disconfirming) or ethnic majority student. When assessing a below-average student, teachers judged the confirming ethnic minority student as less proficient in language than the ethnic majority student. These differences could not be found for mathematical achievement or between the above-average ethnic minority and majority students. Attitudes toward ethnic minority students were not affected in the expected way. Findings are discussed with respect to their implications for future research.     

Determinants of Attitudes Toward Muslim Students Among Flemish Teachers: A Research Note

Muslims are now the second largest religious group in almost all Western countries and a large majority of Muslim citizens are children who attend schools. However teachers’ attitudes regarding the education of Muslim students are largely ignored by educational researchers. In this study, we investigate the determinants of teachers’ attitudes among Flemish (Belgian) teachers (N = 620). Regression analysis has revealed that female teachers, Muslim teachers, younger teachers, and teachers with a four‐year college degree have significantly more positive attitudes. Most interestingly, we found that teachers working in schools that enroll a larger share of Muslim students (greater than 50 percent) have more negative attitudes toward Muslim students than other teachers. The implications of these findings for educational policy are discussed.     

The socio‐political factor in the Christian‐Muslim conflict in Nigeria

This study identifies ethno‐political factors as the major contributor to the Christian‐Muslim conflict in Nigeria, while indicating the secondary role of socio‐economic considerations and religious fundamentalism, as exemplified in the Zangon Katafriot of 1992 and the Tafawa Balewa and Bauchi disturbances of 1991 and 1995 respectively. The study reveals that the tension that erupted from these episodes merely ignited the bomb of ethno‐political rivalry between the minority and majority ethnic groups. The eruption of violence on each occasion was the manifestation of the collective anger of minorities that had been incubating over a long period against the domination of the Hausa/Fulani hegemony. Religious and socio‐economic considerations were only incidental factors. It is stressed that, even though the disturbances started as ethnic conflicts, they spread rapidly to other towns in the wake of rumours of their religious connotations. The Christian‐Muslim conflict, which is traced back to the 1979 Shari'a controversy, is believed to have done serious damage to the unity of Nigerian society. The article sees the practical solution to this problem as lying more in the use of the school system in inculcating the spirit of mutual acceptance and harmonious co‐existence, than in the creation of chiefdoms which tend to cause separation and division.     

Current teaching practice for religious education in Hong Kong: implications for ‘learning from religion’

The human development (HD) model for religious education (RE) emphasises how students benefit from studying religion. However, detailed teaching practices for ‘learning from religion’ are not fully understood. In this article, lesson observations, school documents and interview data were collected from two Christian primary schools in Hong Kong (HK) . Two lessons were analysed as paradigmatic examples of the teaching for student development in RE lessons. This study found that the teachers helped their students engage in religion by giving them opportunities to associate religion with their lives through religious and moral-related contents. The use of daily life and religious experiences with discussions was the pedagogical approach for moving RE from just ‘the teaching of religion’. Moreover, various opportunities for student reflections to enhance personal and moral development were observed. Future studies should consider examining the theory of the adopted model and its classroom practice, which can aid understanding regarding the role of RE for student development and its global identity.