Addressing critical concerns in the representation of Jihad within England's GCSE Religious Education textbooks: a call for revamping and accuracy
This paper critically examines the portrayal of Jihad in England's General Certificate of Secondary Education Religious Education textbooks. Through a comparative analysis of examination board textbooks and the theological writings of Ibn Taymiyyah, the study reveals significant gaps in content...
| Main Author: | |
|---|---|
| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Interlibrary Loan: | Interlibrary Loan for the Fachinformationsdienste (Specialized Information Services in Germany) |
| Published: |
2025
|
| In: |
Journal of Religious Education
Year: 2025, Volume: 73, Issue: 3, Pages: 461-475 |
| Further subjects: | B
Religious Education
B Extremism B Jihad B Islamophobia B Curriculum reform B Ibn Taymiyyah B Theological literacy |
| Online Access: |
Volltext (lizenzpflichtig) |
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| 520 | |a This paper critically examines the portrayal of Jihad in England's General Certificate of Secondary Education Religious Education textbooks. Through a comparative analysis of examination board textbooks and the theological writings of Ibn Taymiyyah, the study reveals significant gaps in content knowledge, theological accuracy, and contextual depth. Textbooks often conflate and oversimplify complex Islamic principles. Inaccurate holistic and historically grounded instruction. The study advocates for curriculum improvement that integrates Islamic scholarly tradition and contextually sound interpretations to promote religious literacy and counter radicalisation effectively. | ||
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