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Affirming Diversity: The Sociopolitical Context of Multicultural Education

Peter Berger (1929) is an American sociologist best known for his collaboration with Thomas Luckman in writing The Social Construction of Reality: A Treatise in the Sociology of Knowledge. That book argues that human reality, and knowledge of it, is a social construct, emerging from the individual or group’s interaction with larger social structures (institutions). Social structures, once widely adopted, lose their history as social constructions (objectivation), and come over time, by the people who live within them, to be deemed natural realities independent of human construction (reification). Berger predicted, in his later book, The Sacred Canopy, near-term all-encompassing secularization of religion, which prediction has proved false, especially in the third world (as Berger himself has acknowledged in his later work, Desecularization).

神圣的帷幕 : 宗教社会学理论之要素 = The sacred canopy elements of a sociological theory of religion

After virtue, a study in moral theory

政治自由主义 = Political liberalism

The bulk of scholarship on multicultural education continues to focus exclusively on U.S. education. Previous studies published in this field also have focused largely on topics that are considered relevant for the United States, whereas little attention has been paid to topics that are less problematized in the United States. In this mixed-method study, we explore teachers’ understanding of multicultural education in Flanders (Belgium), and we examine whether teacher and school characteristics correlate with the degree to which teachers integrate multicultural content. Survey results with 706 in-service teachers from 68 schools and in-depth interviews with 26 teachers from 5 schools are used. The results point out that teachers focus mainly on religious diversity when they were asked about their understanding of multicultural education. However, their understanding was largely limited to the “contributions approach” and “additive approach” to multicultural education. Multilevel analysis revealed that ethnic minority teachers reported higher levels of multicultural content integration than

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Teachers’ Understanding of Multicultural Education and the Correlates of Multicultural Content Integration in Flanders:

/pdf/immigrants-education-of-et49mvxl48.pdf

Immigrants, education of

In the current political climate of the “war on terror”, and its attendant anxieties revolving around a perceived battle between the “West and the rest,” Islam as a socio-political force has become major pre-occupation within Western liberal democracies. Perhaps with the exception of the mosque, the presence and perceived influence of Islamic or Muslim-oriented schools has emerged as the chief rallying point for these concerns. Controversies regarding the opening of the Khalil Gibran International Academy in Brooklyn, as well as reports of vandalism at the Toledo Islamic Academy serve as recent illustrations. Within this highly charged context, Michael S. Merry’s Culture, Identity, and Islamic Schooling: A Philosophical Approach is a timely and important book, providing a thorough account of the fundamental cultural and political forces at play regarding the presence and operation of Islamic schools within secular liberal environments, and an intriguing rationale for the civic value as well as state support of religious schooling. education review // reseñas educativas editors: david j. blacker / gustavo e. fischman / melissa cast-brede / gene v glass

Culture, identity, and Islamic schooling : a philosophical approach

In the Netherlands, the constitutional freedom of education offers the opportunity for the growing number of Muslims to establish state-funded Islamic schools. At the moment there are 46 Islamic primary schools; a number of schools are in the process of being established and there is still a need for an additional 120 such schools. Right from the start Islamic education has been a highly controversial issue. Events such as 9/11 and the murder of Dutch filmmaker Theo van Gogh have fueled the discussion, which turned from open-minded and accommodating to critical and even demonstrably negative. This article focuses on Islamic schools in the Netherlands: how they have evolved, their objectives, their achievements, and the problems they have encountered - and continue to encounter. Specific attention is paid to a number of empirical studies that focus on the functioning of Islamic schools.

Islamic Schools in the Netherlands: Expansion or Marginalization?

In this article, the authors compare Islamic schools in three countries: the United States, the Netherlands, and Belgium In each country, the authors take care to situate Islamic schools within the broader context of educational policy and practice In particular, the authors examine the mechanisms for funding, choice and control, noting that for reasons specific to each context monitoring either by the state or accrediting agencies poses both challenges and opportunities for Islamic schools

Michael S. Merry

Papers

Teachers’ Understanding of Multicultural Education and the Correlates of Multicultural Content Integration in Flanders:

Immigrants, education of

Culture, identity, and Islamic schooling : a philosophical approach

Islamic Schools in the Netherlands: Expansion or Marginalization?

Islamic schools in three western countries: policy and procedure