Half a century of Islamic education in Dutch schools

Avest, I. ter; Wingerden, M. Rietveld-van

doi:10.1080/01416200.2015.1128391

Cited by 11 publications

(7 citation statements)

References 10 publications

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“…Dutch society constructed schools as state and secular or private and Christian. These two groups polarized, whereby each group had distinct freedom to develop its own social departments, such as trade unions and political parties, the goal to live in peace (Ter Avest & Wingerden, 2017 ). With an influx of Islamic residents, the Dutch faced the challenge of providing for different Islamic practices, and differences among Islamic cultures left Islamic immigrants with the need to build their own social networks.…”

Section: Religion Around the Worldmentioning

confidence: 99%

Religiously Diverse Multicultural Literature for Early Childhood

Bennett

Gunn

Beynen

et al. 2021

Early Childhood Educ J

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Section: Religion Around the Worldmentioning

confidence: 99%

Religiously Diverse Multicultural Literature for Early Childhood

Bennett

Gunn

Beynen

et al. 2021

Early Childhood Educ J

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“…In Dutch society, this approach was promoted by the government to encourage 'integration' of children with migration backgrounds into Dutch society (Avest and Wingerden 2017). (Taylor 2007).…”

Section: Educational Storyline: the Content Of The Educational 'Spacementioning

confidence: 99%

Shifting Paradigms in Islamic Higher Education in Europe: The Case Study of Leiden University

Berger

2021

Religions

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Islamic higher education finds itself at the cross-roads of a variety of developments: it oscillates between the ‘teaching into’ approach of Theology and the ‘teaching about’ approach of Religious Studies, between the security-driven need for a ‘European Islam’ and a European Muslim-driven need for a high-quality education in ‘Islam in Europe’, between traditional one-way knowledge dissemination and innovative two-way knowledge sharing, and between Islam as defined and discussed by scholars and Islam as defined and discussed by the public. This myriad of dynamics is challenging and a source of tensions among all parties involved, in particular between lecturers and students. In this article, a qualitative self-study research based on personal experiences with various Islamic higher education programs at Leiden University will be used to reflect on the broader developments in Islamic higher education programs in Europe. It argues that thinking about Islamic higher education is not a process of finding solutions to problems but is a process of educational opportunities and innovation.

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“…Some of these workers opted to return to their country while others were joined by their wives and children through the family reunification policy. Although living a segregated life, both migrants and the receiving Dutch society did not recognise any pressing need for integration (ter Avest and van Wingerden, 2016). With successive generations born in the Netherlands and preferences for partners from the country of origin, recent statistics indicate that Moroccan-Dutch people are the second largest minority group; they number 402,492, with 94% identifying as Muslim and 5% as non-religious.…”

Section: Moroccan-dutch Backgroundmentioning

confidence: 99%

Contextualising the Socialisation of Muslim Minorities within Parental Upbringing Values in the Netherlands

Chafai

2020

J. Muslims Eur.

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The objective of the present review article is to position the role of parents from Muslim backgrounds in shaping the participation and socialisation of their children in Dutch society. It particularly seeks to contextualise the topic among Moroccan-Dutch parents from a cultural perspective by discussing gender issues, religiosity, identity and parental upbringing. The review begins by providing a context on Moroccan-Dutch migration history, religious and cultural background, and socio-economic status. It aims to explore the relationship between the transmission of parental upbringing and the socialisation of children by discussing the representation of Muslims in the media, the portrayal of Muslim women in the integration discourse, markers of identity and sense of belonging, and the impact of parental upbringing values.

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Half a century of Islamic education in Dutch schools

Cited by 11 publications

References 10 publications

Religiously Diverse Multicultural Literature for Early Childhood

Religiously Diverse Multicultural Literature for Early Childhood

Shifting Paradigms in Islamic Higher Education in Europe: The Case Study of Leiden University

Contextualising the Socialisation of Muslim Minorities within Parental Upbringing Values in the Netherlands

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