Constructing Islamic Identity: The Education of Islam in Finnish State Schools

This chapter on the concept and practice of tolerance makes use of the legal case Begum together with three other cases from the same period: X v Y, Playfoot and Watkins-Singh. The chapter analyses the debates about the cases in two broadsheets: The Guardian and The Telegraph. The cases all concerned the rights of schoolgirls in state schools to wear particular kinds of religious clothing and symbols: two different versions of the hijab, a Christian purity ring, and a Sikh bangle. Examining the way tolerance and difference and identity are articulated across the debates about the four cases, I show how lines of inclusion and exclusion are articulated, existing side by side and competing within the same representational space of British multiculturalism.

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الجامعة الاسلامية العالمية بماليزيا وودورها فى تعليم اللغة العربية للناطقين بغيرها International Islamic University of Malaysia and Its Role in Teaching Arabic to Non-Native Speakers

Journal of Islam in Asia <span style="font-size: 0.6em">(E-ISSN: 2289-8077)</span> ◽

10.31436/jia.v10i2.396 ◽

2014 ◽

Vol 10 (2) ◽

pp. 66

Author(s):

علاء حسنى المزين (Alaa Hosni)

Keyword(s):

Distinctive Feature ◽

Native Speakers ◽

Arabic Language ◽

Strong Connection ◽

Positive Effects ◽

The World ◽

Islamic Identity ◽

Islamic Civilization ◽

The University ◽

Scientific Documentation

كان من أهم الآثار الإيجابية للصحوة الإسلامية التى عمت العالم الإسلامى بشكل ملحوظ منذ أوائل السبعينيات فى القرن العشرين زيادة إقبال الشعوب الإسلامية على تعلم اللغة العربية، وبدأ الاهتمام الحقيقى لجامعات العالم الإسلامى بتوفير مساقات متخصصة لهذا الغرض منذ أوائل الثمانينات، وكانت الجامعة الإسلامية العالمية بماليزيا التى أسست سنة 1983 من أنشط الجامعات فى هذا الصدد، وهو نشاط استلفت نظر الباحث إذ وجده يستحق الرصد والتوثيق العلمى، والمراجعة إذا اقتضت الضرورة لا بهدف الإشادة بالتجربة بل رغبة فى الإفادة والاستفادة من قبل المختصين من المهتمين بهذا الميدان الحيوى من ميادين خدمة اللغة العربية بل خدمة الإسلام، وحضارته نظرا للارتباط الوثيق بين اللغة العربية وهذا الدين الحنيف باعتبارها لغة كتابه الخالد، والمعلم الرئيس من معالم الهوية الإسلامية المميزة والصمود الحضارى.*****************************************************One of the most positive effects of the Islamic awakening since the early seventies, in the twentieth century, which spread across the Islamic world in a significant manner, has been the increased Muslims’ interest in learning the Arabic language all over the world. There began a real interest in the universities of the Muslim world for the Arabic language by providing specialized courses for this purpose since the early eighties and the International Islamic University Malaysia established in 1983 has been the most active university in this regard. And this activity of the university drew the interest of the researcher who found it worthy of investigation and scientific documentation as well as of revision, if necessary, not in order to pay tribute to the experience, but for taking advantage and learning from specialists interested in this vital field of the fields of Arabic language service which is actually service of Islam and its civilization considering the strong connection between Islam and the Arabic language, the language of the Qur’Én , the most distinctive feature of Islamic identity and resilience of Islamic civilization.

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Study of level and content of teachers’awareness in prevention and correction of visual impairment of students

Sanitarnyj vrač (Sanitary Inspector) ◽

10.33920/med-08-2006-06 ◽

2020 ◽

pp. 54-61

Author(s):

I. Ryabova ◽

T. Sobolevskaya ◽

N. Nezhkina ◽

D. Chernogorov ◽

O. Zverev

Keyword(s):

Visual Impairment ◽

Educational Organizations ◽

Educational Training ◽

School Students ◽

Modern School ◽

Visual Disorders ◽

The Moment ◽

Moscow School ◽

State Schools ◽

Insufficient Knowledge

The problem of preserving the vision of younger generation is one of the most pressing issues not only in the field of health, but also in the field of education. This problem has become especially important in the context of intensification of modern school students' education. Unfortunately, over the past decades, there has been an increase in prevalence of visual impairment of children. Currently there is a special term — «school short-sightedness (Myopia) ". According to many researchers, vision problems begin from the moment the children enter school, and this alarming trend is being detected around the world today. The article presents the results of a survey of Moscow school teachers conducted in January 2020 in order to identify the level and content of their knowledge about visual disorders, awareness of issues of vision protection and methods of work with students, as well as the request for training in activities aimed at preventing and correcting visual disorders of students. 387 teachers from Moscow state schools (31educational complex from different administrative districts of Moscow) took part in the survey. The survey data obtained confirm that today in educational organizations the work on protection of children's vision is episodic, or is not carried out. The reasons for this are insufficient knowledge and lack of special training of teachers in issues of vision protectionof students. All of the above confirms the relevance of development of measures for activities in educational organizations for vision protection, dictates the need to develop both methodological support and educational training programs for teachers aimed at prevention and correction of visual disorders of students.

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Principals’ Policy Preferences concerning Accountability: Implications for Key Competencies, Performance Indicators, and Professional Development

Journal of School Leadership ◽

10.1177/105268469500500503 ◽

1995 ◽

Vol 5 (5) ◽

pp. 448-481 ◽

Cited By ~ 3

Author(s):

R. J. S. Mac Macpherson ◽

Margaret Taplin

Keyword(s):

Professional Development ◽

Performance Indicators ◽

Policy Preferences ◽

Development Programs ◽

Stakeholder Groups ◽

Key Competencies ◽

Professional Development Programs ◽

Accountability Practices ◽

State Schools

In this paper, we examine the policy preferences of Tasmania's principals concerning accountability criteria and processes, compare their views to other stakeholder groups, and identify issues that warrant attention in principals’ professional development programs. We show that there are many criteria and processes related to the quality of learning, teaching, and leadership that are valued by all stakeholder groups, including principals. We conclude that Tasmanian state schools probably need to review and develop their accountability policies, and that the professional development will need to prepare leaders for specific forms of performance and generate key competencies if more educative forms of accountability practices are to be realised in practice.

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Teaching Global Citizenship in a Muslim-Majority Country: Perspectives of Teachers from the Religious, National, and International Education Sectors in Pakistan

Religions ◽

10.3390/rel12050348 ◽

2021 ◽

Vol 12 (5) ◽

pp. 348

Author(s):

Muhammad Azeem Ashraf ◽

Samson Maekele Tsegay ◽

Jin Ning

Keyword(s):

International Education ◽

Global Citizenship ◽

National Curriculum ◽

Economic Benefits ◽

Great Role ◽

Structured Interviews ◽

Sustainable Peace ◽

Muslim Majority ◽

Islamic Identity ◽

Islamic Values

Pakistan is a Muslim-majority country, and religion plays a great role in the life of society. This study examines how teachers from the religious, national, and international education sectors realize the concept of global citizenship education (GCE) in Pakistan. Based on 24 semi-structured interviews, this study found differences among the teachers’ understandings of the concept of GCE and its characteristics. Teachers from the national and religious curriculum sectors viewed GCE as a threat to Islamic values, whereas those from the international curriculum sector regarded GCE as an opportunity for improving the economic development and image of Pakistan. Moreover, the teachers from the religious sector argued for the cultivation of Islamic identity instead of GCE. However, the teachers from the national curriculum sector noted the economic benefits of GCE and were keen on global citizenship principles that do not conflict with national and Islamic values. The different perceptions held by teachers from the three educational sectors indicate the need for more work on GCE to narrow the conflicting agendas and broaden the understandings within Pakistani society. Creating common ideas within these different sectors of education is significant for developing sustainable peace within the divided society.

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School Choice During a Period of Radical School Reform. Evidence from Academy Conversion in England

Economic Policy ◽

10.1093/epolic/eiaa023 ◽

2020 ◽

Author(s):

Marco Bertoni ◽

Stephen Gibbons ◽

Olmo Silva

Keyword(s):

School Choice ◽

Large Scale ◽

English Education ◽

Limited Information ◽

State Control ◽

High Performing ◽

Opt Out ◽

Improved Performance ◽

Expected Benefits ◽

State Schools

Abstract We study how demand responds to the rebranding of existing state schools as autonomous ‘academies’ in the context of a radical and large-scale reform to the English education system. The academy programme encouraged schools to opt out of local state control and funding, but provided parents and students with limited information on the expected benefits. We use administrative data on school applications for three cohorts of students to estimate whether this rebranding changes schools’ relative popularity. We find that families – particularly higher-income, White British – are more likely to rank converted schools above non-converted schools on their applications. We also find that it is mainly schools that are high-performing, popular and proximate to families’ homes that attract extra demand after conversion. Overall, the patterns we document suggest that families read academy conversion as a signal of future quality gains – although this signal is in part misleading as we find limited evidence that conversion causes improved performance.

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Polish Ethnic Minority in Belarus and Lithuania: Politics, Institutions, and Identities

Nationalities Papers ◽

10.1017/nps.2020.80 ◽

2020 ◽

pp. 1-18

Author(s):

Monika Frėjutė-Rakauskienė ◽

Olga Sasunkevich ◽

Kristina Šliavaitė

Keyword(s):

Identity Formation ◽

Research Question ◽

Analysis Data ◽

Minority Communities ◽

Secondary Sources ◽

Institutional Settings ◽

Cross Case Analysis ◽

Two Sides ◽

State Schools

Abstract This article analyzes how institutions influence the process of identity formation within the Polish minority communities in Belarus and Lithuania. We focus on ways that the identities of people who consider themselves Poles in Belarus and Lithuania are targeted by institutions like the state, schools, and nongovernmental organizations. We aim to shed light on how these processes are shaped by institutional settings and broader political contexts. The authors take a bottom-up approach to institutions and look at how members of the Polish communities in the two neighboring countries conceptualize the role of various institutions—NGOs, schools, Karta Polaka (the Polish Card)—to shape their sense of ethnic belonging. The article is built on a cross-case analysis. Data for the Lithuanian and Belarusian cases, consisting of interviews and secondary sources, were collected independently and then reread in light of a common research question. Through our analysis, we show differences and similarities in how analogous institutions function on the two sides of the border and elaborate on the reasons why these differences occur and what role state policy and supranational regulations play in the process.

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