Islamic Religious Education and Citizenship Education: Their Relationship According to Practitioners of Primary Islamic Religious Education in The Netherlands

Abstract

This article discusses how practitioners of Islamic Religious Education (IRE) in Dutch primary schools look at the relationship between IRE and citizenship education (CE). To what extent do they believe it is possible and desirable for IRE to contribute to CE? What would an integration of IRE and CE look like, and where do they see potential tensions between IRE and CE? In two extensive focus group discussions, with identity coordinators and experienced IRE teachers, the relationships between IRE and four citizenship dimensions, namely, identity, legal status, participation, and rights, were discussed. Qualitative content analysis of these discussions reveals that the integration of IRE with CE is desirable and possible, but in varying degrees based on the level of different citizenship dimensions. The extent of integration of IRE and CE also depends on the interpretations of Islamic key concepts. IRE and CE were also found to face similar challenges in seeking to achieve integration: both struggle with exclusive interpretations of Islam and citizenship.

Understanding the Political and Religious Implications of Turkish Civil Religion in The Netherlands: A Critical Discourse Analysis of ISN Friday Sermons

“…If Islamic concepts are interpreted in such an exclusive manner, they may conflict with the inclusive vision of citizenship in which tolerance of diversity occasionally goes beyond orthodox religious boundaries (cf. Essabane et al 2022). The embracing of such interpretations of the Friday sermons within such a pluralistic setting can lead to tensions between believers and secularists and in the interreligious domain as well as to tensions among world religions, such as Christianity, Judaism, and Islam.…”

Building international standards for Islamic education teacher candidates with reference to CAEP guidelines

“…Specifically, this study explained how citizenship can be taught to Muslim students in Belgium using the Hikmah model, and how Muslim students in secondary education can build cognitive, social, and emotional skills. Similarly, Essabane et al (2022) linked the teaching of citizenship among primary school students in The Netherlands with IE. A study that explored attitudes of IE teachers in Finnish state and private schools toward diversity (Putkonen and Poulter, 2023) showed that these teachers use balanced pedagogical methods to take diversity into account.…”

“…Specifically, this study explained how citizenship can be taught to Muslim students in Belgium using the Hikmah model, and how Muslim students in secondary education can build cognitive, social, and emotional skills. Similarly, Essabane et al. (2022) linked the teaching of citizenship among primary school students in The Netherlands with IE.…”

Tension and Transaction: Dynamics of Religious Recomposition from a Multiscopic Perspective

“…This problem has diverse configurations, but there is a tendency for the agenda of educational policies not to dismiss the issue of religious identities. The scenarios can be various: the interest in the place of the problems of secularism in the formation of Muslim leadership (El Asri 2015); the debate on the need for an educational policy of religious literacy (LeVasseur 2013); or the convergence of religious education and school socialization in combating exclusivist readings of religion or secularism (Essabane et al 2022).…”