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Muslim Identity Formations and Learning Environments
The Pros and Cons of Islamic Religious Education in German Schools
Orientalism in Reverse?
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academic active Apartheid approach Azaadville backgrounds Barelwi become Britain British Cape Town conÀict context cultural curriculum de¿ned debate democratic citizenship Deobandi dialogue discrimination Eastern Cape Ebrahim engage established ethnic Europe European faith focus Fuzile Gauteng German global graduates groups Hamburg Hieronymus 2010 identi¿ed identity formation imƗm/mujtahid imƗms inÀuence institutions integration Islamic education Islamic religious education Islamic schools Islamic Studies Islamization of knowledge lamic language learners learning Lenasia madrasah madrassas MawlƗnƗ modern mosque Muhammad Muslim children Muslim communities Muslim schools Muslim youth Natal Nizami non-Muslims Of¿ce one’s parents participation particular Paul Ricœur pedagogy percent political practice Pretoria programme pupils Qur’an reÀect religious education Ricœur role SalafƯ scholars sectarian secular Shaﬁ‘i social society South Africa South African Muslim South Asia space speci¿c subjects SunnƯ TablƯghƯ taught Tayob teachers teaching texts theological tion tradition University Urdu young Muslims Zakariyya