Pedagogies of Turkish Mosque Education in the Netherlands

Abstract

This is a study of mosque pedagogies and their relevance for the formation of the moral and political identity of Turkish-Dutch youth. Based on fieldwork in two mosques affiliated with Milli Görüş and Diyanet in the Netherlands, the study identifies three different pedagogies practiced in the mosque classrooms: pedagogy of national identity building, unorthodox pedagogies of bonding, and pedagogies of moral formation. The findings show that teaching activities in both mosques contain messages pertaining to citizenship norms and values in areas such as interaction between different genders, ideas of crime, justice and punishment, relationship to authority and boundaries of individual autonomy. Apart from auxiliary use of Dutch and copying Dutch schools’ motivation and discipline strategies, we did not find specific Dutch aspects of the education that was provided. The intention to create a pious and nationalist diaspora youth was a common denominator for the pedagogies of both mosques.

Understanding the Political and Religious Implications of Turkish Civil Religion in The Netherlands: A Critical Discourse Analysis of ISN Friday Sermons

“…In recent years, discussions around social integration, citizenship development, sense of belonging, and identity among Muslim communities have been prominent in the Netherlands (Phalet et al 2010;Yildiz 2009, 2010), and the role of mosques in these processes has been a topical issue (Es 2012;Roose 2009;Sözeri et al 2022). Some scholars and commentators have expressed concerns about the potential for mosques to promote values and beliefs that are at odds with those of mainstream Dutch society (Polititeacademie 2008;Welten and Abbas 2021), while others have argued that mosques can play a positive role in promoting social integration and building hybrid identities (Sözeri et al 2021).…”