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  • 1. Abdullah, Ailin
    et al.
    Berglund, Jenny
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    State Neutrality and Islamic Education in Sweden2018Ingår i: European Perspectives on Islamic education and Public Schooling / [ed] Jenny Berglund, Sheffield, UK: Equinox Publishing, 2018, s. 312-334Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    Public debate about Islam and Muslims often focuses on contradictions, conflicts, and contrasting value systems. Since 9/11, the bombings in Madrid and London and the recent rise of ISIS this debate has to a large extent included a fear that Muslim immigrants will be disloyal to their new Western countries, and thus requires increased surveillance and control. Conversely, others argue that Muslim populations in the West have wrongly suffered from the increasing intolerance and suspicion resulting from terrorist acts committed by a small number of radicals. Such voices point to a need to safeguard religious freedom and the right to equal treatment regardless of a group’s ethnic, cultural, linguistic, or religious background. In many European countries, these discussions have directed attention toward places of Islamic education such as Muslim schools, mosques, and Islamic organizations, focusing on the sometimes controversial manner in which they have been depicted in the media, public discourse, and, within Muslim communities themselves (Aslan 2009; Birt 2006). Religious education is both an essential and a challenging objective for minorities since the “transmission” of religious tradition to future generations is crucial to the survival of any religion. In Sweden as elsewhere in Europe many Muslim children and teenagers and even adults attend privately-run, extra-curricular Islamic classes. Some attend Islamic schools or are taught at home. Publically funded Islamic education options provided by the state are an emergent option in several European countries. These classes lie not only at the heart of debates over religious freedom, equal rights to education, and integration, but are also connected to matters of securitization and the state control of Islam. This paper will present an overview of publicly funded, mainly pre-university Islamic education in Sweden, a European Western secular Christian majority country with a Muslim minority population. Firstly, I will establish a definition of Islamic education and a description of the state funding of education and religion in general. Then, the paper will move on to describe different types of Islamic education that are available in Sweden.

  • 2.
    Berglund, Jenny
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    European Perspectives on Islamic Education and Public Schooling2018Samlingsverk (redaktörskap) (Refereegranskat)
    Abstract [en]

    Islamic religious education (IRE) in Europe has become a subject of intense debate during the past decade. There is concern that states are doing too little or too much to shape the spiritual beliefs of private citizens. State response to the concern ranges from sponsoring religious education in public schools to forgoing it entirely and policies vary according to national political culture. In some countries public schools teach Islam to Muslims as a subject within a broader religious curriculum that gives parents the right to choose their children’s religious education. In the other countries public schools teach Islam to all pupils as a subject with a close relation to the academic study of religions. There are also countries where public schools do not teach religion at all, although there is an opportunity to teach about Islam in school subjects such as art, history, or literature. IRE taught outside publicly funded institutions, is of course also taught as a confessional subject in private Muslim schools, mosques and by Muslim organisations. Often students who attend these classes also attend a publicly funded “main stream school”.

    This volume brings together a number of researchers for the first time to explore the interconnections between Islamic educations and public schooling in Europe. The relation between Islamic education and public schooling is analysed within the publicly and privately funded sectors. How is publicly funded education organised, why is it organised in this way, what is the history and what are the controversial issues? What are the similarities and differences between privately run Islamic education and “main stream” schooling? What are the experiences of teachers, parents and pupils?

  • 3.
    Berglund, Jenny
    Uppsala universitet, Sverige.
    Gröna svar på gröna frågor: Muslimskt miljöengagemang1999Ingår i: Svensk religionshistorisk årsskrift, ISSN 0283-0302, Vol. 8, s. 196-216Artikel i tidskrift (Övrigt vetenskapligt)
    Ladda ner fulltext (pdf)
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  • 4.
    Berglund, Jenny
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Introduction2018Ingår i: European Perspectives on Islamic Education and Public Schooling / [ed] Jenny Berglund, Sheffield, UK: Equinox Publishing, 2018, s. 1-8Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 5.
    Berglund, Jenny
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Islam2020Ingår i: The SAGE Encyclopedia of Children and Childhood Studies / [ed] Daniel Thomas Cook, London: Sage Publications, 2020, s. 1007-1010Kapitel i bok, del av antologi (Refereegranskat)
  • 6.
    Berglund, Jenny
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Islamic Education in Europe: An Opportunity for Equal Rights or a Way to Control Islam?2018Ingår i: Public Theology, Religious Diversity, and Interreligious Learning / [ed] Manfred L. Pirner, Johannes Lähnemann, Werner Haussmann, and Susanne Schwarz, New York: Taylor & Francis, 2018, s. 158-170Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    Islamic religious education (IRE) in Europe has become a subject of intense debate. People worry their states are doing too little or too much to shape the spiritual beliefs of private citizens. State response to the concern ranges from sponsoring Islamic education in public schools to forgoing it entirely. The policies vary according to national political culture. On one hand, the emergence of publicly funded Muslim schools and IRE in Europe can be seen as to provide equal educational opportunities to Muslims and other religious minorities through partnerships with the state. On the other hand, public funding can also be conceived as a means to “domesticate” Islam by bringing it within the European framework. In other words, offering publicly funded Islamic religious education can be viewed as an attempt to control Muslims. In this paper I explore these questions by discussing them in relation to state-church relations in different European countries. I also use the comparison theoretically to argue that the study of publicly funded minority education, such as Islamic education, can be understood as a litmus test for the relation between various Western democracies and their minority populations but also in relation to the concept of public theology. 

  • 7.
    Berglund, Jenny
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Islamundervisning i det oförutsägbara klassrummet2018Ingår i: Interkulturell religionsdidaktik: Utmaningar och möjligheter / [ed] Olof Franck, Peder Thalén, Lund: Studentlitteratur AB, 2018, 1, s. 275-290Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 8.
    Berglund, Jenny
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Liturgical literacy as hidden capital: Experiences from Qur’an education in Sweden2019Ingår i: Apples - Journal of Applied Language Studies, ISSN 1457-9863, Vol. 13, nr 4, s. 15-25Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article focuses on a form of supplementary Islamic education that centres on Qur’an studies and examines the reported experiences of Muslim students that regularly shift between this and their mainstream secular school. Its aim is to better comprehend the dialectical interplay between this type of supplementary education and mainstream secular schooling. Within this framework, the article explores how the traditional way of reading, reciting, and memorizing the Qur’an might relate to the type of teaching and learning that occurs within mainstream public schools. It also explores the possibility of a secular bias within the Swedish school system, the contribution of Qur’an studies to mainstream schooling (and vice versa), Qur’an-based vs. mainstream notions of “reading”, especially in relation to the idea of “understanding” and “meaning”, and how competency in Qur’an recitation becomes valuable secular “capital” when translated from language of “liturgical literacy” to the language of “skills”. To balance and enhance our understanding of student experiences, this article employs a constructive understanding of Pierre Bourdieu's concepts of cultural capital and habitus as well as Andrey Rosowsky’s notion of liturgical literacy.

  • 9.
    Berglund, Jenny
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Mainstream Secular and Qur'an-based Islamic Education: Student Perspectives on the Relation between Two Disparate Forms2018Ingår i: European Perspectives on Public Education and Public Schooling / [ed] Jenny Berglund, Sheffield, UK: Equinox Publishing, 2018, s. 390-408Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    This article focuses on the reported experiences of Muslim students that regularly shift between Quran-centred supplementary Islamic education and mainstream secular school. Its aim is to better comprehend how these students make sense of this dual educational experience while negotiating the knowledge, skills, and values that are taught to them by two apparently disparate institutions. The interviews were conducted in Stockholm and London, and thus a secondary aim is to assess the similarities and differences between these two national contexts. To balance and enhance our understanding of student experiences, this article employs a constructive understanding of Pierre Bourdieu's concepts of cultural capital and habitus as well as Andrey Rosowsky’s notion of liturgical literacy. It shows differences between Quran-based and mainstream notions of “reading”, especially with respect to their contrasting definitions of “understanding” and “meaning”; it also explores how competency in Quran recitation might become a valuable “capital” when translated from the language of “liturgical literacy” to the language of “skills”.

  • 10.
    Berglund, Jenny
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Moving from Safe to Brave in Multi-Faith Religious Education: Religious Education as a Dialog with Difference, by Kevin O’Grady (Ed.), Routledge, New York2020Ingår i: Religion & Education, ISSN 1550-7394, E-ISSN 1949-8381, Vol. 47, nr 2, s. 140-143Artikel, recension (Refereegranskat)
  • 11.
    Berglund, Jenny
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Sociological Perspectives on Religion and Education2019Ingår i: Religion and Education: Framing and Mapping a Field / [ed] Stephen G. Parker, Jenny Berglund, David Lewin, Deirdre Raftery, Brill Academic Publishers, 2019, s. 46-60Kapitel i bok, del av antologi (Refereegranskat)
  • 12.
    Berglund, Jenny
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    State-Funded Faith-Based Schooling for Muslims in the North2019Ingår i: Religion & Education, ISSN 1550-7394, E-ISSN 1949-8381, Vol. 46, nr 2, s. 210-233Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    An emerging option in several European countries has been the state provision of publicly funded Islamic education. It is an alternative that lies at the heart of concerns over religious freedom, equal rights to education, integration, and social cohesion, but that is also connected to matters of securitization and the state’s attempt to control Islam. This article compares the provision of faith-based schooling in general, but publicly funded Islamic education in particular, in Finland and Sweden—two neighboring countries, historically and culturally connected, but with a different approach to faith based schooling.

  • 13.
    Berglund, Jenny
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Student Perectives on the Relation Between Mainstream Secular and Quran-based Islamic Education2018Ingår i: Worldviews in Creating Meaning and Purpose for Learning: SIG19 Book of Abstracts, 2018, s. 5-5Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    My paper focuses on the reported experiences of Muslim students that regularly shift between Quran-centred supplementary Islamic education and mainstream secular school. The paper thus reflects how the Islamic worldview of the students impact their motivation and way of learning in secular school and also how their secular school environment impact their Islamic learning.

    The aim is to better comprehend how these students make sense of this dual educational experience while negotiating the knowledge, skills, and values that are taught to them by two apparently disparate institutions. The interviews were conducted in Stockholm and London, and thus a secondary aim is to assess the similarities and differences between these two national contexts. To balance and enhance our understanding of student experiences, this article employs a constructive understanding of Pierre Bourdieu's concepts of cultural capital and habitus as well as Andrey Rosowsky’s notion of liturgical literacy. It shows differences between Quran-based and mainstream notions of “reading”, especially with respect to their contrasting definitions of “understanding” and “meaning”; it also explores how competency in Quran recitation might become a valuable “capital” when translated from the language of “liturgical literacy” to the language of “skills”.

  • 14.
    Berglund, Jenny
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    The integration of Islam and Muslims in Public Schools: Challenges and Opportunities2018Ingår i: Nordic Education in a Democratically Troublesome time: Threats and Opportunities / [ed] Erik Amnå, Örebro: Örebro University , 2018, s. 28-30Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    Since the bombings in London, Paris and Stockholm, public debate about Islam and Muslims has often focused on contradictions, conflicts, and contrasting value systems. On one side of this debate are those with a growing concern that immigrants with Muslim cultural backgrounds would be disloyal to their European homes, thus requiring increased monitoring, surveillance, and control. And on the other side are those who argue that the West’s Muslim populations have wrongly suffered from the increasing fear, intolerance, and suspicion generated by the international politics and terrorism of a small number of radicals. Such voices claim that there is a need not for monitoring and surveillance, but rather for the safeguarding of religious freedom and the right to equal treatment regardless of a group’s ethnic, cultural, linguistic, and/or religious background.

    In many countries these discussions have directed attention towards places of Islamic education such as Muslim schools, mosques, and Islamic organizations, with a focus on the often controversial and contested manner in which they have been depicted in the media, in public discourse, and, indeed, within Muslim communities themselves. Here it should be emphasized that issues surrounding the matter of how to transmit one’s religious tradition to future generations is crucial to the survival of any religious minority in any part of the world, making religious education both an essential and a challenging minority cultural aim.

    In a “Democratically troublesome time” international knowledge transfer and learning from each other, across national borders, can be of utter importance. For this reason, I will, in this paper: 1) present a typology of publicly funded pre-university Islamic education in Europe; 2) present some findings from my latest research project that deals with young Muslims Experiences of Islamic and secular education in Sweden and Britain; 3) point to some challenges and opportunities concerning the integration of Islam and Muslims in Public Schools on the basis of 1) and 2).

  • 15.
    Berglund, Jenny
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Gent, Bill
    Memorization and focus: important transferables between supplementary Islamic education and mainstream schooling2018Ingår i: Journal of Religious Education, ISSN 1442-018X, Vol. 66, nr 2, s. 125-138Artikel i tidskrift (Refereegranskat)
    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.

  • 16.
    Berglund, Jenny
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Gent, Bill
    Qur’anic education and non-confessional RE: an intercultural perspective2019Ingår i: Intercultural Education, ISSN 1467-5986, E-ISSN 1469-8439, Vol. 30, nr 3, s. 323-334Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article focuses on the reported experiences of Muslim students that regularly shift between Muslim ‘supplementary education’ (including its traditional confessional focus on learning to read Arabic and then memorise and recite the Qur’an) and mainstream school education (including its ‘inclusive’ form of religious education’). The aim has been to better comprehend how these students make sense of this dual educational experience while negotiating the knowledge, skills, and values that are taught to them by two often seemingly disparate institutions. A further aim is to place our findings within the growing field of intercultural education. Though both types of education are often thought to be distinct and oppositional – the former as non-confessional and ‘modern’, the latter as confessional and ‘outmoded’ – both English and Swedish students were able to identify a degree of symbiosis between the two, particularly in relation to the process of memorisation. Thus, it became increasingly clear to the researchers that Muslim student reflection on their participation in both traditions of education had an intercultural dimension in the sense of encouraging dialogue and discussion across educational cultures prompting new knowledge and understanding. This article lays out some of the evidence for this conclusion.

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