Interreligious and intercultural education for dialogue, peace and social cohesion

Smith, Renáta Katalin

doi:10.1007/s11159-016-9583-4

Cited by 23 publications

(6 citation statements)

References 22 publications

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“…With the curriculum and course materials, the teacher in the classroom also is an essential source of information and a model for students. If the teachers do not respect the differences and do not show this with their behavior, even an excellent cross-cultural and inter-religious curriculum will not be useful (Abu-Nimer & Smith, 2016).…”

Section: Conclusion Recommendations and Applicationsmentioning

confidence: 99%

Muslim and Christian Peer Images in Turkish-German Muslim Children's Human Figure Drawings

Güleç¹

2021

Turkish Online Journal of Qualitative Inquiry

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In this study, the religious social perceptions and friendship relations of Turkish-German Muslim children between the ages of 7-14 about their religious groups and their host Christian peers were examined. 42 students, including 17 girls and 25 boys, participated in the study.Here children's drawings were benefited as a primary source of information and a diagnostic method in which secondary information (open-ended questions) were directed. The data were analyzed by descriptive qualitative analysis method based on the research questions. In this study, it was seen that religious indicators, signs, and symbols (religious-social images) emerged effectively through the drawing method. Theological semiotic may be used as a diagnostics method in more studies in determining the development of religious concepts in children. The number of religious differences in the drawings increased with age. It was understood that 9-14-year-old children could make religious categorization in interviews about drawings and responses concerning open-ended questions. In-group favoritism and in-group friendship preferences increased with age. At the same time, as age increased, moral reasoning in choosing friendship increased.

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Section: Conclusion Recommendations and Applicationsmentioning

confidence: 99%

Muslim and Christian Peer Images in Turkish-German Muslim Children's Human Figure Drawings

Güleç¹

2021

Turkish Online Journal of Qualitative Inquiry

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“…Leaders, as policymakers, would create a comfortable environment to interfaith life. Abu-Nimer and Smith (2016) mentioned the importance of social policymakers in supporting the integration of inter-religion and culture in formal education. Hogg et al (2012) suggested that the key to intergroup leaders' success was the existence of inter-group relational identity.…”

Section: Judgment Of Islam and Muhammadiyahmentioning

confidence: 99%

Social Identity of Non-Moslem Students In Muhammadiyah Universities

Hamzah

Akbar

Grafiyana

2021

halaqa

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Education in Indonesia, especially higher education institutions, has a role to build interaction between religious adherents. How is this experience of tolerance in religiously based higher education institutions where the majority of students and staff are religious according to the institution. One of the largest religious-based higher education networks in Indonesia is the Muhammadiyah Universities or Perguruan Tinggi Muhammadiyah (PTM) network. Muhammadiyah as one of the largest Islamic organizations in Indonesia which has a network of higher education spread across various parts of Indonesia where students studying have diverse religious backgrounds. This study aimed to examine the dynamics of social identity in the experience of non-Moslem students at Muhammadiyah College. This research uses qualitative research methods using Interpretative Phenomenological Analysis (IPA). Six participants, Christian, Catholic, Hindu, and Buddhist from four Muhammadiyah College in the province of Central Java - Indonesia, were interviewed and analyzed to obtain core themes. The results of this study produced five superordinate themes, namely the influence of the environment, personal characteristics, perceptions of the religion adopted, experience as a Muhammadiyah College Student, and perceptions of Islam and Muhammadiyah. The conclusion of this study shows the psychological dynamics of non-Muslim students shape the perception of Islam itself as a religion, also Muhammadiyah as an Islamic organization.

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“…Abu-Nimer and Smith (2016) underline that in an increasingly interconnected world, intercultural and interreligious competences are essential life skills. More efforts are therefore needed to support interreligious peace education and to strengthen teachers' pedagogical competence.…”

Section: Reframing Citizenship Education In the Nigerien Contextmentioning

confidence: 99%

Global Citizenship Education

Sandhu¹

2020

Encyclopedia of the UN Sustainable Development Goals

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Interreligious and intercultural education for dialogue, peace and social cohesion

Cited by 23 publications

References 22 publications

Muslim and Christian Peer Images in Turkish-German Muslim Children's Human Figure Drawings

Muslim and Christian Peer Images in Turkish-German Muslim Children's Human Figure Drawings

Social Identity of Non-Moslem Students In Muhammadiyah Universities

Global Citizenship Education

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