Islam and Sex Education in The Netherlands: Reflection on an Example of Teaching Material for Islamic Primary Schools
This contribution is situated in the discussion on sex education in the Netherlands, in relation to “Islamic Pedagogy,” in particular “Islam and Pedagogy,” on the one side, and (religious) identity development on the other side. Islamic Pedagogy seems to be the theoretical framework of an example of...
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| Type de support: | Électronique Article |
| Langue: | Anglais |
| Vérifier la disponibilité: | HBZ Gateway |
| Journals Online & Print: | En cours de chargement...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Publié: |
Routledge, Taylor & Francis Group
2021
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| Dans: |
Religious education
Année: 2021, Volume: 116, Numéro: 5, Pages: 479-492 |
| Sujets non-standardisés: | B
identity development
B Interdisciplinarity B critical Islamic religious education B normative professionalization B Sex Education B dialogical self |
| Accès en ligne: |
Volltext (lizenzpflichtig) |
| Résumé: | This contribution is situated in the discussion on sex education in the Netherlands, in relation to “Islamic Pedagogy,” in particular “Islam and Pedagogy,” on the one side, and (religious) identity development on the other side. Islamic Pedagogy seems to be the theoretical framework of an example of developed teaching materials for sex education designed for Islamic primary schools in the Netherlands. Sex education is a compulsory yet sensitive subject in Dutch primary schools, usually included in the subject of Citizenship Education; in Islamic primary schools, it is included in the subject of Islamic Religious Education.After a short introduction to the Dutch education system, including the compulsory nature of sex education as a subject, this contribution offers a description of an example of developed teaching material, followed by a reflection from the point of view of pupils’ (religious) identity development as future citizens of Dutch pluralist society. For future teachers who are responsible for sex education, reflection is recommended—on their cognitive and affective relational positioning regarding Islam and concerning sex education. It is expected that deep reflection will stimulate the development of normative professionalism of sex educators in Dutch Islamic primary education. |
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| ISSN: | 1547-3201 |
| Contient: | Enthalten in: Religious education
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| Persistent identifiers: | DOI: 10.1080/00344087.2021.2004028 |