Islam and Citizenship Education pdf

Introduction to the Volume and its Contents21last quarter of century has led to the transformation of the dilemma of secularcitizenship education versus religious citizenship education into discussions ofEuropean citizenship versus Turkish citizenship. For these reasons disputes overcitizenship education in Turkey are likely to continue. anan Alexander offers extensive theoretical and philosophical backgroundfor thinking through the implications of educational formation in CitizenshipEducation in Diverse Democracies: How Thick or Thin? How Maximal or Min-imal?” Education is an important context for public dialogue among competingcomprehensive goods concerning which beliefs and values to hold in common aspart of what Alexander designates as ethical discourse”. lexander holds that in the absence of a neutral view from nowhere, only ex-posure to alternative perspectives can make possible the sort of critical attituderequired of democratic citizens. In addition to exposure to rival traditions, max-imal citizenship education in diverse democracies also requires initiation intoan agreed upon set of thick common values that have emerged from extendeddialogue over time, perhaps even generations, which can facilitate coexistenceamong these very competing views. Beyond initiation into a thick comprehensivetradition of primary identity and exposure to rival perspectives, pedagogies ofdifference also require education in thick shared values across difference that fos-ter the capacity to navigate disagreement respectfully and seek common groundamong competing points of view. These discussions ideally should occur both inprivate religious schools and in state schools. ne form of initiating such dialogue is curricular incorporation of exposure tocompeting comprehensive traditions, such as religious students being exposed toscience, Jewish students being exposed to Islam or Christianity, or teaching andlearning about both Zionist and Palestinian narratives concerning the establish-ment of the State of Israel.Section Three of our volume gathers three chapters on Eastern Europe andRussia. The two chapters treating Muslim Tatars in Poland (Nalborczyk) and Rus-sia (Almazova) trace the history of state accommodations for religious educationamong these populations.To Raise Good Muslims and Good Citizens – The Goals of Religious and Cul-tural Education for Polish Tatars in the 20th Century” by Agata S. Nalborczyktreats the Polish Tatar community between 1918 and 1939. Nalborczyk describeshow when Poland regained independence in 1918 after 123 years of foreign rule,Muslim Tatars as rightful citizens became engaged in working for the good ofthe reborn motherland. Ihis work involved activities geared towards raising newgenerations of young Tatars in a spirit of patriotism and service to the country, i.e.as loyal and aware citizens of the Polish state.