Salient or Silenced

Anker, Trine; Lippe, Marie von der

doi:10.4324/9780429030567-9

Cited by 2 publications

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“…Lack of time, teachers' competence, and the difficulty of addressing issues outside of the curriculum are commonly reported by religious education teachers in Norway, Britain and the US alike (Anker and Lippe 2016, p. 270). Such difficulties can result in the teachers' reluctance to and avoidance of addressing controversial issues in their teaching (Anker and von der Lippe 2018). Concurrently, studies have found that although teachers feel that addressing such issues are demanding, the students report a strong urge to discuss contentious topics (Quartermaine 2016).…”

Section: What Are Controversial Issues and How Can They Work As Didac...mentioning

confidence: 99%

Controversies, Complexities and Contexts: Teaching Islam through Internal Feminist Critique of the Religion

Bøe

2020

Religions

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In what ways can teaching Islam through controversial issues be useful in religious education? Can it serve to counter problems of representation of Islam, and what are the benefits and possible pitfalls of adopting such an approach? In this article, I will explore the use of Muslim internal feminist critique of conservative and patriarchal interpretations of women’s religious leadership in Islam as a controversial issues approach to teaching Islam in non-confessional religious education. The approach can be relevant for students in upper-secondary religious education, but also in teacher education. Building on secondary research documenting the problems of teaching Islam in non-confessional religious education in the Nordic countries as well as research on Muslim feminism spanning over a decade, this article investigates the didactic potentials and challenges that adopting the controversial issues approach may hold for teaching Islam. The main argument of this article is that the internal feminist debate on Islam provides an alternative entry to teaching Islam. It provides didactic resources and tools for understanding the discursive aspects of Islam, i.e., how Islam is conceived, interpreted, debated and practiced by Muslims, which in turn highlight power aspects and authority that are central to the production of religious knowledge. Consequently, the controversial issues approach may serve to counter certain “grand narratives” that seem to permeate current representations of Islam in religious education.

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Section: What Are Controversial Issues and How Can They Work As Didac...mentioning

confidence: 99%

Controversies, Complexities and Contexts: Teaching Islam through Internal Feminist Critique of the Religion

Bøe

2020

Religions

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Contesting religious boundaries at school: A case from Norway

Johannessen

2021

Critical Research on Religion

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This article examines the experiences of Norwegian high school girls with Muslim backgrounds in learning about Islam in religious education (RE). The empirical material consists of observations from a high school class in Norway and interviews with girls in the class. The findings support previous reports that Islam as a topic may be challenging for students with Muslim backgrounds. They also suggest that the RE classroom is a space where religious boundaries can go from blurred to bright as a result of students’ reactions to educational content and its foci on Islam. As many teachers find the topic of Islam potentially controversial and thus challenging to teach, this article offers insights that may help teachers to understand and deal with students’ reactions in the classroom context.

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Salient or Silenced

Cited by 2 publications

References 1 publication

Controversies, Complexities and Contexts: Teaching Islam through Internal Feminist Critique of the Religion

Controversies, Complexities and Contexts: Teaching Islam through Internal Feminist Critique of the Religion

Contesting religious boundaries at school: A case from Norway

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