Rear-mirror view: Representation of Islam and Muslims in the RE textbooks

Document Type

Report

Department

Institute for Educational Development, Karachi

Abstract

In the article, ‘Agreed Syllabi and Un-Agreed Values: Religious Education and Missed Opportunities for Fostering Social Cohesion’, Panjwani (2005) presented a case study of Muslim representation in the selected agreed syllabi and RE textbooks in England and Wales. The present article aims to provide a rear-mirror view, reviewing the representation of Islam and Muslims in the agreed syllabi, examining the trends since the 2005 article and offering curricular approaches that can lead to a way forward. During this period, Islam and Muslim representations remain a public concern and its teaching and learning continue to be a matter of debate and reflection in Europe and elsewhere. The paper starts by outlining some pedagogical movements within Religious Education (RE), of which Islam is a part, that have gone through several developments in recent decades. These new directions to approach the study of religion include the understanding of religion as a concept category, religious literacy and hermeneutical approach. Drawing upon these approaches, the later part of the paper reviews selected textbooks and agreed syllabi and proposes a way forward in light of the recent developments in the field.

Publication (Name of Journal)

British Journal of Religious Education

DOI

https://doi.org/10.1080/01416200.2024.2385104

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