Download Culture, Identity, and Islamic Schooling: A Philosophical by Michael S. Merry (auth.) PDF

By Michael S. Merry (auth.)

In gentle of the turning out to be phenomenon of Islamic colleges within the usa and Europe, this compelling research outlines no matter if those faculties proportion comparable features with different spiritual faculties, whereas posing new demanding situations to schooling coverage. Merry elaborates a great kind of islamic philosophy of schooling for you to learn the categorical demanding situations that Islamic colleges face, evaluating different academic realities dealing with Muslim Populations within the Netherlands, Belgium, and the United States.

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Additional info for Culture, Identity, and Islamic Schooling: A Philosophical Approach

Sample text

Expression of Muslim identity is also handled differently in both regions. In Flanders, headscarves are allowed, while in Wallonia and French-speaking Brussels, schools follow the model of laïcité, allowing headscarves in only Islamic classes. In Flanders, the celebration of nonChristian holidays is permitted for those who request it; hence, one need only be registered in the corresponding religious classes in school to observe Islamic holidays. What is more, one need not be a Muslim. Non-Muslims may register for Islamic instruction, though few reportedly do.

Besides a severe shortage of qualified Muslim instructors, Geoffrey Walford (2002, p. 406) elaborates other reasons why Islamic schools are not able—for the time being—to foster an exclusively Islamic culture within the schools: (a) while Islamic schools are well funded, they have insufficient funds for developing Muslim-oriented materials, or, for that matter, to translate existing materials into Dutch; (b) the challenges facing new Islamic schools are so great that resources are spread thinly and energies are invested in other time-consuming projects; (c) the very existence of Islamic schools is seen as a remarkable improvement over the previous situation, and many of them are content to make minor adjustments and modifications to the existing curriculum.

Education of this sort, it is often alleged, denies its pupils life options that are available to others. Moreover, it potentially leads to irrevocable harm owing to an uncritical acceptance of adopted values and beliefs. In fact, the absence of autonomy, some proclaim, is surely a short route to repressed or adapted desires and servility. Its absence may even lead to an abuse of the vulnerable at the hands of the powerful. Even so, many liberals question whether the importance of autonomy might usurp other goods capable of enhancing well-being by participating in some other conception of the good.

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