Culture, Identity, and Islamic Schooling: A Philosophical by Michael S. Merry (auth.)

By Michael S. Merry (auth.)

In gentle of the turning out to be phenomenon of Islamic colleges within the usa and Europe, this compelling learn outlines no matter if those faculties proportion comparable qualities with different spiritual colleges, whereas posing new demanding situations to schooling coverage. Merry elaborates a terrific kind of islamic philosophy of schooling so one can learn the categorical demanding situations that Islamic colleges face, evaluating the several academic realities dealing with Muslim Populations within the Netherlands, Belgium, and the United States.

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Many Muslim parents feel that these classes lack substantive content, but given the relatively high degree of secularization among (particularly Moroccan) Muslim children, this concern seldom amounts to anything. To date, neither regional government has required that specific content be covered nor has any systematic inspection of the lessons transpired. The Flemish and Wallonian regional governments are addressing the challenges of schools with heavy immigrant concentrations differently (Merry 2005a).

All students in both countries are required to take courses in religion or ethics, though nonChristian instruction is widely available only in Belgium. Religious or ideological instruction can occur in any school, but the number of hours is tightly regulated. Geoffrey Walford (2001a) comments on the Dutch arrangement: Each school must produce a “school plan” which has to be submitted to the Education Inspectorate for approval . . Although there have been some recent changes towards greater local management of schools, the normal practice is for the government to set and pay directly for all teachers, buildings and school costs.

19 Islamic schools manifest some ethnic diversity, but in the main they continue to be organized around ethnically dominant groups. Palestinian and Indo-Pakistani families, for example, are two groups that frequently organize Islamic schools. Ethnic minorities can be found in most Islamic schools, including some Caucasian converts, but one ethnic group typically dominates. C. sec. 2000d), but they may discriminate on religious grounds if they choose to. They may also not discriminate against children with disabilities, but beyond “reasonable accommodations,” laws do not require to adjust their programs or facilities.

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