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Culture, identity and Islamic schooling in the West: What role should the state play?

机译：西方的文化，身份和伊斯兰教育：国家应扮演什么角色？

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In light of the growing phenomenon of Islamic schools in the United States and Europe, I will endeavor to determine whether these schools share similar traits with other religious schools while posing new challenges to education policy. To situate the philosophical discussion properly, I will first elaborate an ideal type of Islamic philosophy of education in order to examine the specific challenges that Islamic schools face. Next, I will compare the different educational realities facing Muslim populations in three countries: the Netherlands, Belgium and the United States.; More broadly, I will consider whether the aims of religious schools are compatible with those of liberal educational theory. Thus, because of its importance in parental justifications for religious schooling, I will scrutinize cultural coherence theory. This analysis will entail two parts. First, I will ascertain whether parents' rights to pass along their values and life projects potentially interfere with the long-term interests of children, or possibly enhance their autonomy-facilitating capacity. Furthermore, I will determine whether there are defensible reasons for promoting the culture and values of parents in the schooling of children. I will argue that parents have the prerogative to educate their children in Islamic schools with the proviso that (a) these schools promote the kind of learning (and learning environment) that speaks to the immediate and future interests of the child (and I will examine what those interests are), and (b) that Islamic schools promote a form of citizenship that is compatible with the greater society. Finally, I will closely examine questions of state control and constitutional provision for religious schools. Notwithstanding formidable obstacles, I nevertheless argue for state funding and oversight of religious schools in the United States on the grounds that the State owes equal attention to the education of all children if it is to be serious about equity and equal opportunity. This study is therefore a serious attempt to grapple with many realities facing philosophers of education, religious schools, and educational policy makers. Because Islamic education in the West is in its infancy, this study will provide an illuminating analysis of its potential challenges, viability, and promise.

机译：鉴于美国和欧洲伊斯兰学校的现象日益增多，我将努力确定这些学校是否与其他宗教学校具有相似的特征，同时对教育政策提出新的挑战。为了恰当地进行哲学讨论，我将首先阐述一种理想的伊斯兰教育哲学类型，以研究伊斯兰学校面临的具体挑战。接下来，我将比较三个国家（荷兰，比利时和美国）的穆斯林人口面临的不同教育现实。更广泛地说，我将考虑宗教学校的目标是否与通识教育理论的目标兼容。因此，由于它在宗教教育的父母证明中很重要，因此我将仔细研究文化一致性理论。该分析将包括两个部分。首先，我将确定父母传承其价值观和生活计划的权利是否会干扰儿童的长远利益，或者是否可能增强其促进自主权的能力。此外，我将确定是否有正当理由在子女的学校教育中促进父母的文化和价值观。我将争辩说，父母有在伊斯兰学校中教育其子女的特权，其附带条件是：（a）这些学校促进一种能说明儿童当前和未来利益的学习方式（和学习环境）（我将研究）这些利益是什么），以及（b）伊斯兰学校提倡一种与大社会兼容的公民身份。最后，我将仔细研究宗教学校的国家控制和宪法规定问题。尽管存在着巨大的障碍，但我还是主张在美国资助和监督美国的宗教学校，其理由是，如果要认真对待平等和机会均等，国家就应同样重视所有儿童的教育。因此，这项研究是认真的尝试，以应对教育哲学家，宗教学校和教育政策制定者面临的许多现实。由于西方的伊斯兰教育尚处于起步阶段，因此本研究将对其潜在的挑战，生存能力和希望提供具有启发性的分析。

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作者
Merry, Michael S.;
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作者单位

The University of Wisconsin - Madison.;

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授予单位 The University of Wisconsin - Madison.;
学科 Education Philosophy of.; Education Religious.
学位 Ph.D.
年度 2005
页码 244 p.
总页数 244
原文格式 PDF
正文语种 eng
中图分类教育;
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机译：点评：历史的研究：一个书目指南，历史的英语理念从柯勒律治到科林伍德，英国当地历史，亚瑟和他的英语变脸：亚瑟王传说中中世纪英国生活和文学，在英国文艺复兴时期颁布性别舞台上，莎士比亚的女性结局，写英文共和国：诗歌，修辞学和政治学1627年至1660年，对旧的新故事：在小说中，天主教和反天主教在早期现代英语文本，长子继承权和继承权在英国圣经模式：综述文学中的历史和代表，通过对小说恢复的英语内战：一个注释的参考书目，戴安娜，自我利益和英国国家身份，古人与现代人之间的古典罗马的痕迹和古典罗马：巴洛克文化在恢复英格兰，浪漫英格兰的Bacchus：1780-1830，厌恶经济学的作家和饮料：十八世纪的文学业务ritain，伪造的房子在十八世纪的英国，穿着我们的衣服，牛津伴侣的浪漫时代：英国文化，1776 - 1832，国内空间：阅读十九世纪的内部，维多利亚人理论上：从德里达到布朗，美德的年龄：英国文化从恢复到浪漫主义，悲惨的痛苦：维多利亚州的残疾和感情，妇女作家第一次世界大战：一个注释的书目，文学中的酒吧，英国工业小说，人类的缘故想要：市场苏格里希第德森市场的经济和美学。 C.，历史的研究：一个书目指南，第二版，曼彻斯特大学出版社，2000，第十四+ 140，£40.00.ParkerChristopher，历史的英语从理念到柯勒律治科林伍德，Ashgate出版社，2000，页。 VII + 244，£45.Richardsonr。 C.（ed。），英语当地历史的变化面孔，ashgate，2000，pp。viii + 218，£45.00.00.00.Parronw。 RJ（编辑），亚瑟和他的英文：亚瑟王传说中中世纪英国生活和文学，威尔士出版社，1999年大学，第398，£35.00.ComensoliViviana和RussellAnne（EDS），英国文艺复兴舞台上颁布性别，伊利诺伊大学出版社，1999，第270页，18.95英镑; SaunderseVe Rachel，在早期现代英格兰舞台上的雷切尔，性别和识字，剑桥大学出版社，1999，PP。260，£35.BerringPhilippa，莎士比亚的女性化的遗址，Routledge，1999，PP。197，£15.99 PB。 Bellilona，伊丽莎白裔女性和甲师诗歌，剑桥大学出版社，1998，PP。262，£35.00.norbrookdavid，写英国共和国：诗歌，修辞和政治1627-1660，剑桥大学出版社，1999，PP。XIII + 509 ，£40.FischHarold，对于旧的新故事：在小说，Macmillan出版社，1998年，第圣经模式X + 236，£42.50; Fischharold，Shakespeare，Milton和Blake的圣经存在，1999年，PP。Xi + 330，£45.marottiarthur F.（Ed。），天主教和早期现代英语文本，Macmillan，1999，PP的天主教和反天主教。XVII + 266，£47.50; Shellalison，天主教，争议和英国文学想象，1558-1660，剑桥大学出版社，1999，PP。XI + 309，£37.50.Jamoussizouheir，Punigoghts和Envland在英国：他们在文学中的历史和代表调查，中心出版大学，突尼斯，1999，PP。293,8 DT.Murphorn Xane C.，英语内战通过虚构的恢复：一个注释书目，格林伍德出版社，韦斯特波特，CT，CT。，2000，PP。VIII + 349，£63.95 .HammondPaul，德莱顿和古典罗马，克拉伦登出版社，牛津，1999年的痕迹，第305，£45.00.LevineJoseph M.，古人和现代人之间：巴洛克文化恢复英格兰，耶鲁大学出版社，1999，页。 XIV + 279，£27.50.50.50.5.50.Tayloranya，浪漫英格兰的Bacchus：作家和饮料，1780-1830，Macmillan，1999，PP。Xi + 264，£47.50.Mandelllaura，罕有内容：十八世纪英国的文学业务，肯塔基州大学，1999，PP。X + 228，$ 42.00.Bainespaul，在十八世纪的英国伪造之家，阿什捷，1999年，PP。第八次+ 195，£47.50.50.50.50.Munnsjessica和Richardspenny（EDS），穿着我们，纽瓦克，特拉华大学出版社，1999，PP。362，£ 37.McCalmanIain（编辑），牛津伴侣对浪漫的年龄：英国文化，1776年至1832年，牛津大学出版社，1999，页。 XII + 780，£85.Brydeninga和Floydjanet（EDS），国内空间：阅读十九世纪内部，曼彻斯特大学出版社，1999，PP。XII + 219，£40.00; KiddAlan和NichollsDavid（EDS），性别，公民文化和消费：在英国，1800年至1940年中产阶层的身份，曼彻斯特大学出版社，1999年，第十四+ 223，£46.00，PB。 14.99英镑的理论上，从Derrida到Browning，曼彻斯特大学出版社，1999年，PP。X + 180，£40.Moreedavid，富于浪漫主义，2000，2000，PP。八+ 330，£45.Klesmary，悲惨的痛苦：宾夕法尼亚大学的维多利亚州美国的残疾和感情，1999年，第211次，第一次第一次世界大战的妇女作家：一名注册参考书目，rutledge，2000，pp。230，75英镑; TyleeClaire与Turnerelaine和Cardinalagnes（EDS），战争扮演妇女：国际选集，Routledge，2000，PP。225，£16.99 PB.Taylorjohn A.，戴安娜，自身利益和英国国家身份，Praeger，2000，PP 。169，£44.95.EARNShawsteven，文学中的酒吧，曼彻斯特大学出版社，2000，PP。X + 294，£45和15.99英镑PB.Klaush。古斯塔夫和骑士。（EDS），英国工业小说，威尔士大学出版社，2000，PP。VIII + 212，£14.99 PB。 Balchjack S.，伊利诺伊大学高中中午的灯，2000年，PP。XL + 404，$ 19.45 PB。康罗伊士队，伊利诺伊大学的世界胜利，2000年，PP。XXXV + 348，17.95磅PB.Gagnierregenia，人类想要的缘故：市场学会的经济学和美学，芝加哥大学出版社，2000，PP。352，£ 10.50 PB。

Culture, identity and Islamic schooling in the West: What role should the state play?

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