Culture, Identity, and Islamic Schooling: A Philosophical by Michael S. Merry (auth.)

By Michael S. Merry (auth.)

In mild of the starting to be phenomenon of Islamic colleges within the usa and Europe, this compelling examine outlines even if those faculties proportion related qualities with different spiritual faculties, whereas posing new demanding situations to schooling coverage. Merry elaborates an incredible kind of islamic philosophy of schooling that allows you to research the categorical demanding situations that Islamic faculties face, evaluating different academic realities dealing with Muslim Populations within the Netherlands, Belgium, and the United States.

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Furthermore, these studies show that the level of the parents’ schooling strongly affects the children’s overall success, as does their socioeconomic class, nationality, country of birth, and language used at home. The downside to parental involvement, of course, is that many children have parents who are uneducated, lack the primary language skills, or work full-time and are unable to be as involved in their children’s schooling as they would like to be. One of the goals of Islamic schools, wherever they are established, is greater academic achievement resulting from higher parental involvement.

14 Another type of Islamic school in the Netherlands—organized by orthodox Moroccan Sunnis—could be categorized as “conservative” owing to the contents of religious instruction and the observation of the Islamic rules of behavior by staff and students. The main difference from the other two groups, however, has to do with its stronger orientation to the Islamic world and not to Dutch society. Indeed, these schools continue to elicit consternation and close scrutiny by the Dutch Inspectorate of Education.

The average length of employment for an Islamic school administrator is three years, roughly half of the public school average (Saleh 2000). Reports of inadequate administrative support, low pay, staff burnout, and school board18 ineffectiveness are common, and teacher retention remains an ongoing challenge to Islamic schools (Ezzeldine & Moes 2004). Moreover, independent Islamic schools face formidable financial problems, and increasingly one hears calls for a national Islamic educational trust fund.

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