Turkish–Dutch mosques and the formation of moral subjects

Es, Murat

doi:10.1080/14649365.2015.1129433

Cited by 14 publications

(7 citation statements)

References 70 publications

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“…Not only have mosques increasingly engaged in socialisation activities that are hard to categorise as religious (Es 2016), in the case of this mosque, pedagogical practices have also modified in ways that likened classrooms ever more to mainstream schools. Main aspects we identified in our study included: (i) bilingual education practices which gradually incorporated Dutch in teaching and learning activities and curriculum materials alongside Turkish and Arabic, (ii) emulating classroom management, reward and punishment strategies as well as hands-on learning practices from mainstream schools, (iii) organising extra-curricular cultural and sports activities to improve student motivation and bonding with the mosque and (iv) making teaching and learning gradually more inquisitive and allowing for meaning seeking and questioning.…”

Section: Resultsmentioning

confidence: 99%

“…Our study confirms similar concerns and commitments among the Turkish-Dutch community associated with this mosque, and a parallel tendency to attribute important roles and responsibilities to mosques in this regard. By doing so, mosque education appears to cultivate 'a moral Turkish Islamic subjectivity' (Es 2016), and promote a sense of belonging to Turkish community in the Netherlands as well as to Muslims in and outside of the Netherlands.…”

Section: Resultsmentioning

confidence: 99%

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Importing mosque pedagogy from Turkey: an analysis of contextual factors shaping re-contextualisation processes in the Netherlands

Altinyelken

Sözeri

2018

Comparative Education

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This article explores how mosque pedagogy was imported from Turkey through imams who were appointed to the Netherlands, and textbooks developed and printed in Turkey. Furthermore, this article examines how a range of contextual factors have reshaped the imported pedagogy in mosque classes. The factors identified in the analysis include language policies, the influence of pedagogical practices in mainstream Dutch schools, concerns about student motivation, and in the backdrop of fears of cultural alienation and assimilation in a Western context, the imperative of nurturing an Islamic and Turkish identity among ethnic minority children. This paper is based on a case study in a Turkish mosque in the Netherlands. The findings demonstrate how a myriad of individual, societal, cultural and institutional factors reshaped imported pedagogy. At the same time, this paper highlights how mosque pedagogy is not only an educational matter but increasingly immersed within competing societal and political agendas of two states.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Importing mosque pedagogy from Turkey: an analysis of contextual factors shaping re-contextualisation processes in the Netherlands

Altinyelken

Sözeri

2018

Comparative Education

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“…However, another interesting comment came in the conversation with some young women in the crowd who told us they were most likely to use the fitness-room in the community centre. This illustrates what Es (2016) describes as the creative tension between the sacred and the secular, everyday use of the mosque.…”

Section: The Opening Ceremony: Representation Emotion and Subjectifimentioning

confidence: 65%

A mosque event: the opening of a purpose-built mosque in Copenhagen

Simonsen

Neergaard

Koefoed

2017

Social & Cultural Geography

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This paper explores the opening of a purpose-built mosque in Copenhagen, treating it as a case of cross-cultural encounters in urban public space. The encounters explored, then, take a specific form; they are mediated through the architecture and materiality of the mosque and the symbolic signs and public imaginations attached to it. And they are connected to a specific eventthe opening of the mosque. In the first part, a conceptual framework is presented bringing together literature on three notions: encounters, visibility and the event. Following this, the paper explores the opening event, the public debate that surrounding it, the process leading up to it and some reactions in the months that followed. The paper concludes by showing how the opening event expresses several paradoxes. The controversies over the visibility of Islam in public space push stereotypical imaginations and Islamophobic feelings to the extremes. At the same time, however, they bring together different groups in unprecedented ways and create new constellations over political, religious and cultural boundaries.

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“…Islamophobia often arises in the context of debates about the construction, location, politics and presence of mosques or religious buildings (e.g. Dunn, 2001; Es, 2016; Gale, 2005). Ruez (2012) examined this issue in relation to the public debate about Park 51, an Islamic community center close to the World Trade Center in Manhattan, NYC, pointing to the multiple Islamophobic discourses drawn upon to oppose its development.…”

Section: Islamophobiamentioning

confidence: 99%

Social Geography II: Islamophobia, transphobia, and sizism

Hopkins

2019

Progress in Human Geography

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Different forms of discrimination, marginalisation and exclusion have been central concerns for social geography for over 50 years now. Some forms of prejudice are historically resistant, long-lasting and have featured in social geography for many decades (such as racism and sexism); others have emerged more recently within social geography debates as well as in the wider society and are less well understood. In this second progress report on social geography, I explore recent research about Islamophobia, transphobia and sizism that demonstrates that each of these forms of prejudice is worthy of further study and analysis in their own right by social geographers and scholars in related fields. I argue that it would be productive to investigate areas of connection and solidarity across and within these different prejudices and others in order to be able to resist multiple forms of discrimination, intolerance and hate.

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Turkish–Dutch mosques and the formation of moral subjects

Cited by 14 publications

References 70 publications

Importing mosque pedagogy from Turkey: an analysis of contextual factors shaping re-contextualisation processes in the Netherlands

Importing mosque pedagogy from Turkey: an analysis of contextual factors shaping re-contextualisation processes in the Netherlands

A mosque event: the opening of a purpose-built mosque in Copenhagen

Social Geography II: Islamophobia, transphobia, and sizism

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