Islamic Schools in the Netherlands: Expansion or Marginalization?

Driessen, G.; Merry, Michael S.

doi:10.1007/s10780-006-9001-0

Cited by 55 publications

(35 citation statements)

References 10 publications

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“…The Dutch Inspectorate of Education provided cause for such problematization in its 2006 report Monitoring citizenship and integration . Hence, among other parties, the Liberal Party (the largest right wing party in the Netherlands) proposed a ban on the establishment of Islamic schools, arguing that the school composition effect of a concentration of children with low‐SES scores would hinder integration (Driessen and Merry 2006: 215). And in 2005 the minister of education asked schools to make explicit what they were going to do about ‘citizenship formation’ in their curricula.…”

Section: The Rise Of Neo‐liberal Communitarianism: the Moralization Omentioning

confidence: 99%

The double helix of cultural assimilationism and neo‐liberalism: citizenship in contemporary governmentality

Schinkel

Houdt

2010

British Journal of Sociology

171

136

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In this article the recent transformations of citizenship in the Netherlands are analysed in relation to a developing form of governmentality. We regard citizenship as a state regulated technique of in- and exclusion and a crucial instrument in the management of populations. Taking the Dutch contexts of immigration and integration as our case, we argue that cultural assimilationism and neo-liberalism appear in a double helix: they combine to form a new governmental strategy we call neo-liberal communitarianism. Neo-liberal communitarianism is the underlying rationale of a population management that operates both in an individualizing (citizenship as individual participation and responsibility) and a de-individualizing way ('community' at various aggregate and localized levels as frame of 'integration'). It thus combines a communitarian care of a Dutch culturally grounded national community - conceived as traditionally'enlightened' and 'liberal'- with a neo-liberal emphasis on the individual's responsibility to achieve membership of that community. 'Community' is thereby selectively seen as mobilized and present (when immigrant integration is concerned) or as latently present and still in need of mobilization (when indigenous Dutch are concerned). Concomitantly, a repressive responsibilization and a facilitative responsibilization are aimed at these two governmentally differentiated populations.

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Section: The Rise Of Neo‐liberal Communitarianism: the Moralization Omentioning

confidence: 99%

The double helix of cultural assimilationism and neo‐liberalism: citizenship in contemporary governmentality

Schinkel

Houdt

2010

British Journal of Sociology

171

136

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“…The Dutch constitution and school system allows for the establishment of state‐funded Islamic schools, similar to the Catholic, Protestant, Jewish and Hindu schools. In recent decades ‘faith schools’, and particularly Islamic schools, have turned into a highly controversial matter (Merry & Driessen, 2005; Driessen & Merry, 2006). Although it is commonly assumed that this form of ‘ethno‐religious segregation’ has a negative effect on the integration of Islamic communities into mainstream Dutch society and, as a consequence on social cohesion in general (BVD, 2002), few studies focus on Islamic schools and their curriculum.…”

Section: Ethnicity and Educational Inequality In The Netherlandsmentioning

confidence: 99%

Researching race/ethnicity and educational inequality in the Netherlands: A critical review of the research literature between 1980 and 2008

Stevens¹,

Clycq

Timmerman

et al. 2011

British Educational Res J

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This article describes and critically analyzes how educational sociologists in the Netherlands have studied the relationship between race/ethnicity and educational inequality between 1980 and 2008. Five major research traditions are identified: (1) political arithmetic; (2) racism and ethnic discrimination; (3) school characteristics; (4) school choice; and (5) family background. The development of particular research traditions is explained by pointing to more general developments in terms of social policy and intellectual climate in the Netherlands. This study builds on a similar, recently published literature review that focuses on the UK context by critically comparing the development and findings from these different bodies of research literature. The conclusions suggest that the Netherlands, like England, developed strong research traditions in this area of research since the 1980s and that both countries can learn from each other and advance future research in this area by developing more comprehensive research agendas. More generally, this review illustrates the usefulness of conducting nationally comparative literature reviews in assessing the development of particular bodies of research and in bringing together knowledge produced in different national settings

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“…Given that it is the 'Islamic' that is the rationale for the differentiation of these schools from public and other faith based schools it is pertinent to examine the nature of this differentiation. Driessen and Merry (2006) reviewed studies of Netherland's Islamic schools undertaken between 1989 and. The empirical studies Driessen and Merry reviewed included those performed by the Dutch Inspectorate of Education (DIE), the National Security Centre (NSS) and two undertaken by university researchers, Shadid and Van Koningsveld (1992), and Driessen and Bezemer (1999).…”

Section: Towards the Formulation Of A Pedagogical Framework For Islammentioning

confidence: 99%

Towards the Formulation of a Pedagogical Framework for Islamic Schools in Australia

Abdullah¹,

Abdalla²,

Jorgensen³

2015

ICR

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During the last 30 years 'Islamic' or Muslim schools have sprung up in Europe, North America and Australia. Reasons for the establishment of these schools generally pertain to Islamic faith and quality of education. Parents desire their children to be positive participants in, and contributors to, society while at the same time maintaining their faith. However, a number of researchers question the effectiveness of Islamic schools in achieving these goals. Driessen and Merry (2006) and Walford (2002) note that matters of Islamic faith are mainly confined to formalities expressed as rules and codes and Qur'an recitation. Moes (2006) and Shamma (1999) express concern that formalisation of religious education leads to negative consequences. Often, these schools devote their energies to the 'what' and 'why' of Islam without the 'how'. Memon (2007) proposes that to achieve the intents and purposes of Islamic education in a western context, teachers need to be guided by the pedagogical principles of the Islamic tradition in a fertile synthesis with the pedagogical principles of contemporary educational thought. Such a pedagogical framework would enable a curriculum to be embedded that is both faithful to Islamic principles and relevant to contemporary society. While there is some limited international research in this area, there is a dearth of research in the Australian context. This paper critically surveys and evaluates the existing research material and proposes a Prophetic Pedagogical Framework that may be used in a fertile synthesis with the Productive Pedagogies framework underpinning the Queensland public education system. It is contended that an Islamic extension of the Productive Pedagogies framework would have considerable value for the ongoing quality of teaching in Australian Islamic schools.

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Islamic Schools in the Netherlands: Expansion or Marginalization?

Cited by 55 publications

References 10 publications

The double helix of cultural assimilationism and neo‐liberalism: citizenship in contemporary governmentality

The double helix of cultural assimilationism and neo‐liberalism: citizenship in contemporary governmentality

Researching race/ethnicity and educational inequality in the Netherlands: A critical review of the research literature between 1980 and 2008

Towards the Formulation of a Pedagogical Framework for Islamic Schools in Australia

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