Islamonderwijs aan de Vlaamse Hogescholen: een stand van zaken

Auteurs

  • Mohamed El Fadili Thomas More Hogeschool Mechelen
  • Mourad El Meziani AP Hogeschool Antwerpen

DOI:

https://doi.org/10.54195/RS.13317

Samenvatting

In this article, we elaborate on the current state of Islamic education in Flanders. Due to a difficult start, the school subject is, up until the present day, highly contested and challenged. In order to increase its quality, several initiatives have been taken over the past decades. One of these initiatives is the establishment of teacher training programs for Islamic religious education. The article first discusses the complex story of the instutionalization of Islam in Belgium. Subsequently, an overview of the different trajectories regarding the professionalization of Islamic education is given. In order to make the reader familiar with these trajectories, we focus on the curriculum of Islamic religious education in two Flemish university colleges. Contents, subject didactics, teaching internships and student testimonies clarify the teaching strategy. In conclusion, we argue that there is still room for quality improvement. In this regard, this article provides useful recommendations such as increasing the number of inspectors, updating the curriculum, and providing innovative learning materials.

Biografieën auteurs

  • Mohamed El Fadili, Thomas More Hogeschool Mechelen

    Mohamed El Fadili behaalde een master in de wereldreligies, optie islamitische theologie aan de KU Leuven en is lerarenopleider op de Thomas More Hogeschool Mechelen.

  • Mourad El Meziani, AP Hogeschool Antwerpen

    Mourad El Meziani behaalde een master in de religiewetenschappen, optie islamitische theologie aan de KU Leuven en is lerarenopleider op de AP Hogeschool Antwerpen.

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Gepubliceerd

17-11-2022

Citeerhulp

Islamonderwijs aan de Vlaamse Hogescholen: een stand van zaken. (2022). Religie & Samenleving, 17(3), 289-306. https://doi.org/10.54195/RS.13317