A comparative study of how social cohesion is taught in Islamic religious education in Finland and Ireland
Based on classroom observations and semi-structured interviews with teachers, parents and students, this comparative study looks at how social cohesion is promoted in Islamic Religious Education (IRE) lessons in Muslim schools in Ireland and non-faith schools in Finland. The study analyses teaching...
| Authors: | ; |
|---|---|
| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
|
| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
[publisher not identified]
[2018]
|
| In: |
British Journal of religious education
Year: 2018, Volume: 40, Issue: 3, Pages: 337-347 |
| Standardized Subjects / Keyword chains: | B
Finland
/ Ireland
/ Islam
/ Religious instruction
/ Society
/ Cohesion
|
| RelBib Classification: | AD Sociology of religion; religious policy AH Religious education BJ Islam KBE Northern Europe; Scandinavia KBF British Isles |
| Further subjects: | B
Ireland
B Social Cohesion B Finland B Islamic Religious Education B Corrigendum |
| Online Access: |
Presumably Free Access Volltext (Verlag) |
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| 245 | 1 | 2 | |a A comparative study of how social cohesion is taught in Islamic religious education in Finland and Ireland |c Inkeri Rissanen (School of Education, University of Tampere, Tampere, Finland) and Youcef Sai (Independent Researcher, Ireland) |
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| 520 | |a Based on classroom observations and semi-structured interviews with teachers, parents and students, this comparative study looks at how social cohesion is promoted in Islamic Religious Education (IRE) lessons in Muslim schools in Ireland and non-faith schools in Finland. The study analyses teaching in the following areas: intra-religious cohesion; inter-religious cohesion and commitment to society. The findings reveal that despite differences in the governance of IRE as a subject taught in both types of schools, the IRE classroom emerges as a space, whereby teachers use power as agents for internal governance of religion. The authors conclude with some implications and offer some considerations for future research and practice. | ||
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