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Divisions, diversity and educational directives: IRE teachers' didactic choices in Kisumu, Kenya
Linnaeus University, Faculty of Humanities and Social Sciences, School of Cultural Sciences.
2010 (English)In: British Journal of Religious Education, ISSN 0141-6200, E-ISSN 1740-7931, Vol. 32, no 3, p. 245-258Article in journal (Refereed) Published
Abstract [en]

The present article focuses on the choices teachers make when teaching Islamic religious education (IRE) in the town of Kisumu, Kenya. The data were collected through interviews with IRE teachers and participant observations in schools that offered IRE during several fieldwork sessions in the period 2003-2006. The fieldwork revealed that the choices teachers made were related to social and religious contexts both inside and outside the school setting and also the more immediate contexts of the teaching-learning situation. Most clearly, the choices were influenced by the fact that IRE is an examinable subject in a larger educational system. This article claims that an alternation between a confessional education into Islam and a more fact-oriented education about Islam was a strategy used by some teachers balancing between competing demands posed by the educational system, students, parents and the surrounding local society.

Place, publisher, year, edition, pages
2010. Vol. 32, no 3, p. 245-258
Keywords [en]
Islam, islamic religious education, Kisumu, Kenya, didactics
National Category
Religious Studies Educational Sciences
Research subject
Humanities, Study of Religions; Pedagogics and Educational Sciences
Identifiers
URN: urn:nbn:se:lnu:diva-6907DOI: 10.1080/01416200.2010.498610Scopus ID: 2-s2.0-77955067012OAI: oai:DiVA.org:lnu-6907DiVA, id: diva2:331982
Available from: 2010-07-29 Created: 2010-07-29 Last updated: 2017-12-12Bibliographically approved

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Svensson, Jonas

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CiteExportLink to record
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Citation style
  • apa
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  • Other style
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  • de-DE
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  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
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  • asciidoc
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