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Teaching Islam to educate multiethnic and multicultural literacy: seeking alternative discourse and global pedagogies in the Chinese context

机译:教伊斯兰教以教育多民族和多文化素养:在中国背景下寻求替代性话语和全球教学法

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In the post-9/11 era, growing scholarly literature and social concern have focused on Islamic education in Muslim-majority countries and for Muslim minorities in the West. However, public attention and academic research concerning the teaching of Islam as a world religion and a commonly shared human civilization, are barely understood in secular contexts and in public education. This issue requires more attention, especially in Asia. For the sake of future dialogue and further discussion, this paper is a tentative attempt at initiating this understudied issue of teaching Islam as multicultural literacy. It inquires about the pedagogy of teaching Islam in an East Asian context by first briefly reflecting on the dilemmas of introducing Islam to the West and its implications for the university curriculum. Departing from the experience in North America and European societies, this article then attempts to explore alternative pedagogical discourse in teaching Islam to Chinese students in the East Asian context by considering its specific geographical position in global politics and the recent development of Hong Kong. This article finally foresees the developing pedagogy of Islamic teaching that challenges students to break away from the media clich and apathy towards human suffering, leading them to understand that they themselves are the potential peacemakers of a future global multiethnic and multicultural society.
机译:在9/11后时代,越来越多的学术文献和社会关注点集中在穆斯林多数国家和西方的穆斯林少数群体的伊斯兰教育。然而,在世俗情境和公共教育中,关于伊斯兰教作为世界宗教和人类共有的文明的教学的公众关注和学术研究却鲜为人知。这个问题需要更多关注,尤其是在亚洲。为了将来进行对话和进一步讨论,本文是尝试开始将伊斯兰教为多元文化素养这一尚未得到充分研究的问题。它首先简要地回顾了将伊斯兰教引入西方的困境及其对大学课程的启示,从而在东亚语境中询问了伊斯兰教的教学法。本文从北美和欧洲社会的经验出发,然后尝试通过考虑东亚在全球政治中的特殊地理位置以及香港的近期发展,探索在东亚语境下向中国学生教授伊斯兰教的替代教学法。本文最后预见了伊斯兰教义的发展教学法,该教义挑战学生摆脱媒体对人类苦难的冷漠和冷漠,使他们了解自己本身就是未来全球多民族和多元文化社会的潜在和平缔造者。

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