The representation of Islam in Religious Education textbooks in England: an alternative approach
This article examines the representation of Islam in four of the most popular and current Religious Education textbooks in England. The aim is to identify the extent to which the curriculum content is aligned with the aims of Religious Education in England. The textbooks content is reviewed using th...
| Main Author: | |
|---|---|
| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
Routledge
2024
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| In: |
Journal of beliefs and values
Year: 2024, Volume: 45, Issue: 2, Pages: 166–179 |
| Further subjects: | B
textbooks in England
B Religious Education B Jihad B representation of Islam B hermeneutical approach |
| Online Access: |
Volltext (lizenzpflichtig) |
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| 520 | |a This article examines the representation of Islam in four of the most popular and current Religious Education textbooks in England. The aim is to identify the extent to which the curriculum content is aligned with the aims of Religious Education in England. The textbooks content is reviewed using three frameworks available in literature, two of which are directly related to analysing textbooks on Islam while the third is a general set of curriculum guidelines on making textbook content inclusive. Based on examples extracted from the textbooks, it is argued that the representation of Islam in the curriculum lacks diversity, is stereotypical and promotes an essentialised view about Islam as a religion. The article further uses the case study of jihad to propose the use of hermeneutical approach in writing curriculum content about Islam using sources of authority and historical and literary perspectives to combat the issue of monolithic, absolutist, and fossilised representation of Islam in textbooks. | ||
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