Memorization and focus: important transferables between supplementary Islamic education and mainstream schooling
This article presents the results of a participative study, involving a group of 27 British Muslim students aged 15-18, who were given the opportunity to reflect on the implications of having participated in two different 'traditions' of education: that is, Muslim supplementary education (...
| Authors: | ; |
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| Tipo de documento: | Recurso Electrónico Artigo |
| Idioma: | Inglês |
| Verificar disponibilidade: | HBZ Gateway |
| Journals Online & Print: | Carregar...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Publicado em: |
Springer
[2018]
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| Em: |
Journal of Religious Education
Ano: 2018, Volume: 66, Número: 2, Páginas: 125-138 |
| Classificações IxTheo: | AH Pedagogia da religião BJ Islã KBF Ilhas Britânicas ZF Pedagogia |
| Outras palavras-chave: | B
Qur'anic education
B Supplementary education B Transfer of skills B Memorisation B Educational traditions B Literacy |
| Acesso em linha: |
Presumably Free Access Volltext (Resolving-System) |
| Resumo: | This article presents the results of a participative study, involving a group of 27 British Muslim students aged 15-18, who were given the opportunity to reflect on the implications of having participated in two different 'traditions' of education: that is, Muslim supplementary education (in its various forms) and state mainstream schooling. The project was participative in that school senior managers had invited the researchers to carry out the research as part of their constant striving to identify the conditions under which students learn best. Both the design and outcomes of this research programme are presented and discussed in this article. One of the main findings is that the students experience the skills of memorization and focus as positive transferables. The findings will be discussed in terms of the concept of liturgical literacy. |
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| ISSN: | 2199-4625 |
| Obras secundárias: | Enthalten in: Journal of Religious Education
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| Persistent identifiers: | DOI: 10.1007/s40839-018-0060-1 |