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Islam in the School Curriculum: Symbolic Pedagogy and Cultural Claims

Shiraz Thobani

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ISBN 10: 1441100075 / ISBN 13: 9781441100078
Published by Bloomsbury Academic
New Condition: New Hardcover
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Hardcover. 288 pages. Dimensions: 9.3in. x 6.2in. x 0.9in.and lt;em and gt;Islam in the School Curriculum and lt;em and gt; explores the conceptualisation of school-based Islam on two levels: as a symbolic category in English religious education as a consequence of policy shifts, and as pedagogic discourse at the local community level in state and Muslim schools. Using recontextualisation theory, the author examines the relations between educational governance, social interests and cultural epistemology as they pertain specifically to symbolic constructs. and lt;br and gt; and lt;br and gt;In the aftermath of September 11 2001, the teaching of Islam has assumed geopolitical significance, coming under close scrutiny internationally. Much of this attention has been directed at madrasas in Muslim countries, yet Islam in schooling contexts in the West has remained a blind-spot. In the UK, heightened anxieties about home-grown terrorists point to the need for a better understanding of Islam in both state and faith schools. and lt;br and gt; and lt;br and gt;Shiraz Thobani explores the role played by national and local policies and pedagogic practices in the production of school-based Islam in a secular, liberal context and makes an important contribution to the sociology of the curriculum and the study of religious education. and gt; This item ships from multiple locations. Your book may arrive from Roseburg,OR, La Vergne,TN. Bookseller Inventory # 9781441100078

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Bibliographic Details

Title: Islam in the School Curriculum: Symbolic ...

Publisher: Bloomsbury Academic

Binding: Hardcover

Book Condition:New

Book Type: Hardcover

About this title

Synopsis:

Islam in the School Curriculum explores the conceptualisation of school-based Islam on two levels: as a symbolic category in English religious education as a consequence of policy shifts, and as pedagogic discourse at the local community level in state and Muslim schools. Using recontextualisation theory, the author examines the relations between educational governance, social interests and cultural epistemology as they pertain specifically to symbolic constructs.

In the aftermath of September 11 2001, the teaching of Islam has assumed geopolitical significance, coming under close scrutiny internationally. Much of this attention has been directed at madrasas in Muslim countries, yet Islam in schooling contexts in the West has remained a blind-spot. In the UK, heightened anxieties about 'home-grown' terrorists point to the need for a better understanding of Islam in both state and faith schools.

Shiraz Thobani explores the role played by national and local policies and pedagogic practices in the production of school-based Islam in a secular, liberal context and makes an important contribution to the sociology of the curriculum and the study of religious education.

Book Description:

A sociological study of the recontextualisation of Islam as school knowledge in the UK education system.

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