By Michael S. Merry (auth.)
In gentle of the starting to be phenomenon of Islamic faculties within the usa and Europe, this compelling research outlines even if those faculties proportion related features with different non secular faculties, whereas posing new demanding situations to schooling coverage. Merry elaborates an excellent form of islamic philosophy of schooling which will learn the categorical demanding situations that Islamic colleges face, evaluating different academic realities dealing with Muslim Populations within the Netherlands, Belgium, and the United States.
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Extra resources for Culture, Identity, and Islamic Schooling: A Philosophical Approach
Non-Muslim women must agree to wear the hija¯b. 25 Most teachers in American Islamic schools are well educated, and many have teaching certiﬁcation. Not a few have extensive experience in other American private or public schools. Where some teachers are not especially well qualiﬁed, they often play an important role in the life of the school—for example, in Arabic- or Urdu-language instruction or in Islamic studies. Young, struggling Islamic schools continue to employ a larger number of uncertiﬁed instructional staff, making accreditation a temporarily elusive ideal.
2000d), but they may discriminate on religious grounds if they choose to. They may also not discriminate against children with disabilities, but beyond “reasonable accommodations,” laws do not require to adjust their programs or facilities. , speech therapy, interpretation for the deaf, tutoring). Clara Muhammad Schools The Clara Muhammad schools, named after the wife of the Nation of Islam’s most famous leader, Elijah Muhammad, are a network of Islamic schools whose provenance until the mid-1970s was with the Nation of Islam.
It should be noted that these are still only small numbers; there are more than 7,000 primary and almost 700 secondary schools in the Netherlands. The total primary school population amounts to 1,550,000 students, of The Politics of Islamic Schooling ● 25 whom 100,000, or almost 7 percent, are of Turkish or Moroccan descent. 5 percent of the primary-school-age population, attend the Islamic primary schools; 40 percent of them are Moroccan, 37 percent are Turkish, and the rest constitute a heterogeneous population of, for instance, asylum seekers from such countries as Somalia, Afghanistan, Iran, and Iraq.
Culture, Identity, and Islamic Schooling: A Philosophical Approach by Michael S. Merry (auth.)