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Memorization and focus: important transferables between supplementary Islamic education and mainstream schooling
Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.ORCID-id: 0000-0002-9865-1869
2018 (Engelska)Ingår i: Journal of Religious Education, ISSN 1442-018X, Vol. 66, nr 2, s. 125-138Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

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.

Ort, förlag, år, upplaga, sidor
2018. Vol. 66, nr 2, s. 125-138
Nyckelord [en]
Qur'anic education, Supplementary education, Educational traditions, Memorisation, Transer of skills, literacy
Nationell ämneskategori
Didaktik Religionshistoria
Forskningsämne
didaktik
Identifikatorer
URN: urn:nbn:se:su:diva-160508DOI: 10.1007/s40839-018-0060-1ISI: 000448511900006OAI: oai:DiVA.org:su-160508DiVA, id: diva2:1251151
Forskningsfinansiär
VetenskapsrådetTillgänglig från: 2018-09-26 Skapad: 2018-09-26 Senast uppdaterad: 2022-02-26Bibliografiskt granskad

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Berglund, Jenny

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Journal of Religious Education
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