Multicultural Integration in British and Dutch Societies: Education and Citizenship
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| Title: | Multicultural Integration in British and Dutch Societies: Education and Citizenship |
|---|---|
| Language: | English |
| Authors: | Bagley, Christopher Adam, Al-Refai, Nader |
| Source: | Journal for Multicultural Education. 2017 11(2):82-100. |
| Availability: | Emerald Group Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emeraldinsight.com |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2017 |
| Document Type: | Journal Articles Reports - Evaluative Information Analyses |
| Descriptors: | Multicultural Education, Social Integration, Citizenship, Ethnic Groups, Minority Group Students, Citizenship Education, Muslims, Literature Reviews, Religious Cultural Groups, Racial Relations, Social History, Ideology, Educational Policy, Islam, Comparative Education, Foreign Countries |
| Geographic Terms: | United Kingdom, Netherlands |
| DOI: | 10.1108/JME-12-2015-0040 |
| ISSN: | 2053-535X |
| Abstract: | Purpose: The purpose of this paper is to review and synthesize published studies and practice in the "integration" of ethnic and religious minorities in Britain and The Netherlands, 1965-2015, drawing out implications for current policy and practice. Design/methodology/approach: This paper is an evaluative review and report of results of work on citizenship education for young Muslims and their peers in English schools. Findings: Young Muslims have positive attitudes to "good citizenship," as Islamic socialization makes them particularly responsive to citizenship messages. But there is hard-core racial prejudice and Islamophobia in about 25 per cent of adults. In The Netherlands, this xenophobia has supported far-right politicians who are strongly anti-Muslim. This paper cites evidence that continued prejudice may lead to alienation and radicalization of some minorities. Research limitations/implications: Unchecked prejudice concerning minorities can have negative implications for both majority and minority groups--this broad hypothesis deserves further research in both Dutch and British societies. Practical implications: In Britain, success in Muslim schools in fostering positive citizenship implies that Muslim groups can maintain "quiet dignity" in following Islamic pathways to good citizenship. Social implications: State support for religious-foundation schools should be offered to all religious groups and should not be withheld from Muslim minorities for "security" reasons. Originality/value: This overview by two Muslim educators offers new insights and proposals in the acceptance of Muslim minorities in Europe. |
| Abstractor: | As Provided |
| Number of References: | 77 |
| Entry Date: | 2018 |
| Accession Number: | EJ1165533 |
| Database: | ERIC |
| Abstract: | Purpose: The purpose of this paper is to review and synthesize published studies and practice in the "integration" of ethnic and religious minorities in Britain and The Netherlands, 1965-2015, drawing out implications for current policy and practice. Design/methodology/approach: This paper is an evaluative review and report of results of work on citizenship education for young Muslims and their peers in English schools. Findings: Young Muslims have positive attitudes to "good citizenship," as Islamic socialization makes them particularly responsive to citizenship messages. But there is hard-core racial prejudice and Islamophobia in about 25 per cent of adults. In The Netherlands, this xenophobia has supported far-right politicians who are strongly anti-Muslim. This paper cites evidence that continued prejudice may lead to alienation and radicalization of some minorities. Research limitations/implications: Unchecked prejudice concerning minorities can have negative implications for both majority and minority groups--this broad hypothesis deserves further research in both Dutch and British societies. Practical implications: In Britain, success in Muslim schools in fostering positive citizenship implies that Muslim groups can maintain "quiet dignity" in following Islamic pathways to good citizenship. Social implications: State support for religious-foundation schools should be offered to all religious groups and should not be withheld from Muslim minorities for "security" reasons. Originality/value: This overview by two Muslim educators offers new insights and proposals in the acceptance of Muslim minorities in Europe. |
|---|---|
| ISSN: | 2053-535X |
| DOI: | 10.1108/JME-12-2015-0040 |
