The Role of Religious Education in Curriculum Designing

Ashraf, Syed Ali

doi:10.1080/0140672930160104

Cited by 5 publications

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“…The nature and objective of religious education within the school curriculum. Ashraf (1993) has argued that religious education should not remain just a subject dealing with information about religions. He was assertive in his proposition that religious education should 'become a central feature of the curriculum providing the curriculum planners with an integrated world view and a basic concept of human nature which includes its relationship to God and external nature' (Ashraf, 1993, p. 18).…”

Section: Educational Concerns Of British Muslimsmentioning

confidence: 99%

“…Muslim organisations sharing similar aims were formed to respond to what was perceived as the 'demise of faith based worship in our multi-faith pluralist society' (Khan-Cheema, 1996), and the decline in the education system of those spiritual and moral values so deeply rooted in essential humanity (Ashraf, 1993). The union of Muslim organisations formally set up the National Muslim Education Council (NMEC) in 1978, with the general aim to advance the education of Muslims in the United Kingdom.…”

Section: Educational Muslim Organisationsmentioning

confidence: 99%

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Public Education and Muslim Voluntary Organisations in Britain

Mustafa

2001

Westminster Studies in Education

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Since the beginning of their settlement in Britain, Muslims have had to face the challenges of adapting to a new social, cultural and economic environment, and also that of responding to the opportunities provided by the new environment. A particularly sticking challenge facing the Muslim community in Britain is in the eld of education. Over the last four decades, a group of Muslim voluntary organizations has emerged which is characterised by its keen interest in the public education system of this country. Muslim voluntary organizations have been playing a key role in the educational debate pertaining to the nature of religious education, and the scope of moral and spiritual development in the school curriculum. In addition, these organizations have been active, through a process of consultation and collaboration, in providing educational services to state schools, local education authorities and government departments. This paper examines the development of such voluntary organizations and attempts to discern their role and impact on the public education system in Britain.The settlement of Muslims in Britain dates back to the second half of the nineteenth century, when Indians, Yemeni Arabs and Somalis who were recruited to work on-board British merchant ships nally came to settle down, though in small numbers, in the British Isles. London, Liverpool, Cardiff and Tyneside became centres for people from a wide variety of Muslim background s (Halliday, 1992;Lawless, 1995). Those early immigrants established places of Muslim worship; the rst purpose-built mosque was opened in Working in 1889, followed by a second in Liverpool in 1891 (Ahmed, 1999).The main in ux of Muslim immigrants in the 1950s and 1960s was from the Indian subcontinent. Initially, the majority arrived as individuals with no intention of settling down. Those who eventually did brought their families to join them in their adopted country. Given this immigration trend, Muslims have a different age structure compared with the majority indigenous population: a large proportion of Pakistanis and Bangladeshis living in Britain are under the age of 16. The Fourth National Survey of Ethnic Minorities has shown that 42% of Pakistanis and 48% of Bangladeshis are in the 0-15 age category (Modood et al., 1997).One of the rst priorities for the new immigrants was the establishment of places of Muslim worship; the number of registered mosques in Britain increased from 18 in 1966 to 452 in 1990452 in (Nielsen, 1995. Mosques are ful lling a social function, apart from being a place of worship. The majority of mosques in the country are being used to provide supplementary classes for the teaching of Qur'an and religious instruction to children. In major cities, purpose-built mosques have made provisions for women to

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Section: Educational Concerns Of British Muslimsmentioning

confidence: 99%

Section: Educational Muslim Organisationsmentioning

confidence: 99%

Public Education and Muslim Voluntary Organisations in Britain

Mustafa

2001

Westminster Studies in Education

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“…One study (Osler and Hussain, 1995) has revealed that parents sending their daughters to separate schools did so because of a concern for congruence of values between home and school. Ashraf (1993) favours separate schools where there is no separation of the material world and the spiritual-ethical dimension. For him reason and emotion are not to be separated and religion should be seen to underpin the whole educational experience within the context of an all-embracing and comprehensive culture.…”

Section: Communitarian Responsesmentioning

confidence: 99%

Must Liberal Support for Separate Schools be Subject to a Condition of Individual Autonomy?

Burtonwood¹

2000

British Journal of Educational Studies

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A liberal state based on propositions about the desirability of individual autonomy is bound to be committed to educational programmes which are incompatible with the beliefs and values of parents from non-liberal religious and cultural minorities. One response to this has been support for public funding of those separate schools which offer an education culturally congruent with the values of parents in non-liberal communities. To resolve the potential threat to liberal individualist ideals a condition of support for individual autonomy is usually attached to liberal acceptance of this solution. This condition is in conflict with the motivation which underpins the setting up of such schools. Despite the growing literature on this debate surprisingly little attention has been given to the work of Isaiah Berlin. This article draws on Berlin's version of liberalism developed within the context of a commitment to value pluralism in order to seek clarification of this liberal dilemma.

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Public Education and Muslim Voluntary Organisations in Britain

Mustafa

2001

Westminster Studies in Education

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The Role of Religious Education in Curriculum Designing

Cited by 5 publications

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Public Education and Muslim Voluntary Organisations in Britain

Public Education and Muslim Voluntary Organisations in Britain

Must Liberal Support for Separate Schools be Subject to a Condition of Individual Autonomy?

Public Education and Muslim Voluntary Organisations in Britain

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