Self-Esteem and National Identification in Times of Islamophobia: A Study Among Islamic School Children in The Netherlands

Thijs, Jochem; Hornstra, Lisette; Charki, Fatima Zohra

doi:10.1007/s10964-018-0906-6

Cited by 13 publications

(12 citation statements)

References 54 publications

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“…Her point of view is particularly interesting for this study, since it provides a framework to work on positive Islamic personality development. Yet we have to bear in mind that there are other factors that impact personality development, such as the migratory experience, social context, media representation of Muslims, Islamophophia, relation between Muslims and non-Muslims, and so on (Zine 2001(Zine , 2004Verkuyten 2003;Peek 2005;Van Tubergen 2006;Tindongan 2011;Moulin 2012Moulin , 2013Shah 2012;Moulin-Stozek 2015;Berglund 2015;Mamodaly 2016;Rockenback et al 2017;Thijs et al 2018).…”

Section: Islamic Personality Development and Irementioning

confidence: 99%

Assessing Islamic Religious Education Curriculum in Flemish Public Secondary Schools

Lafrarchi

2020

Religions

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Islamic tradition promotes a holistic approach of personality development in which, we argue, three educational concepts take the centre stage: tarbiyah, ta’leem and ta’deeb. Looking through the lens of these concepts, we analyse two Islamic religious education (IRE) curricula: the 2001 and 2012 curricula for Flemish public secondary education provided by the Representative Body for IRE. We conduct a systematic thematic document analysis of the 2001 and 2012 curricula to map curricula elements that potentially contribute to Islamic personality development through IRE classes. Crucially, this article seeks to investigate whether the 2001 and 2012 curricula for Flemish public secondary education are in line with these central IRE concepts. We observe that the 2012 curriculum does contain relevant anchor points to work on tarbiyah, ta’leem and ta’deeb and to strengthen an Islamic personality in Muslim pupils. Hence, we argue that there is an urgent need for a new, adequate and sufficiently comprehensive IRE curriculum for Flemish public secondary education, developed by an expert committee—which should include Belgian-educated educational experts—in order to meet the expectations of all the stakeholders. Since in our view, this is the first step for a qualitative update of Flemish IRE. Further reflections on both curricula and recommendations for a new IRE curriculum are outlined in the discussion and conclusion sections.

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Section: Islamic Personality Development and Irementioning

confidence: 99%

Assessing Islamic Religious Education Curriculum in Flemish Public Secondary Schools

Lafrarchi

2020

Religions

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“…Frygten er, at religiøs og etnisk gruppeidentitet forstaerkes, når eleverne ikke møder kammerater fra flertalssamfundet (Judge, 2001: 463), isaer hvis den muslimske identitet fremstilles mere positivt i skolen (Thijs et al, 2018). Det virker plausibelt.…”

Section: Hvad Siger Litteraturen?unclassified

Medborgerlig integration på muslimske friskoler

Mouritsen¹,

Ahrensberg²,

Jensen³

2022

okonomi-og-politik

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Danske muslimske friskoler har i længere tid været i mediernes og politikernes kritiske søgelys, og den socialdemokratiske regering har en erklæret intention om, at de skal lukkes (miste deres tilskud, hvis de har over 50 pct. elever af ”udenlandsk oprindelse”). Man mener, at forældres ret til selv at vælge skoleform – for disse skolers vedkommende – bør vige af hensyn til elevernes medborgerlige integration og autonomi, der anses at blive skadet af friskolernes religiøse etos og/eller adskillelsen fra etnisk danske børn. Denne artikel afrapporterer en nylig registerdataberiget spørgeskemaundersøgelse af medborgerlig integration blandt muslimske friskoler og folkeskoler – bl.a. om national identitet, social og institutionel tillid, gruppebias, liberale værdier, politisk interesse og effektivitetsfølelse. Resultaterne indikerer ikke, at muslimske niendeklasseelever i friskolerne er dårligere integreret end tilsvarende elever i folkeskolen.

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“…Along those lines, perceptions of discrimination predict weaker majority group belonging in devalued immigrant‐origin minorities: For example, Turkish and Moroccan immigrant‐origin minorities in Belgium, Sweden, and the Netherlands who reported some personal experience of discrimination evaluated the majority group less positively and identified less strongly with the majority group (Fleischmann & Phalet, 2016). Similarly, more general perceptions of inequality also weakened majority belonging, for instance, among Dutch Muslim youth (Thijs, Hornstra, & Charki, 2018). Especially when experiences of unequal treatment are shared among minority group members, they may undermine the majority belonging of minority persons – even in the absence of individual negative experiences (Major & O’Brien, 2005).…”

Section: Belonging To Both the Majority And Minority Groupmentioning

confidence: 99%

Majority group belonging without minority group distancing? Minority experiences of intergroup contact and inequality

Kende

Baysu

Laar

et al. 2020

British J Social Psychol

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As most immigrant‐origin minority youth grow up in ethnically diverse social worlds, they develop a sense of belonging to both the national majority and the ethnic minority group. Our study adds to a growing body of research on minority experiences of intergroup contact by (1) including both minority and majority group belonging as outcomes and (2) examining the interplay of majority contact with unequal treatment. We surveyed 1,200 Turkish and Moroccan‐Belgian minority youth in 315 classrooms across 65 schools, using multiple measures of intergroup contact, unequal treatment in school, and minority and majority group belonging. Multi‐level models showed that minority youth who experienced more intergroup contact, and less unequal treatment, reported more belonging to the majority group. In addition, contact predicted less belonging to the minority group only in the presence of unequal treatment: For minority youth who perceived less unequal treatment, either individually or collectively, intergroup contact was unrelated to minority group belonging. We conclude that majority group contact and belonging need not come at the cost of minority group distancing in the absence of inequality.

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Self-Esteem and National Identification in Times of Islamophobia: A Study Among Islamic School Children in The Netherlands

Cited by 13 publications

References 54 publications

Assessing Islamic Religious Education Curriculum in Flemish Public Secondary Schools

Assessing Islamic Religious Education Curriculum in Flemish Public Secondary Schools

Medborgerlig integration på muslimske friskoler

Majority group belonging without minority group distancing? Minority experiences of intergroup contact and inequality

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