Introductory commentary : Lived experiences of qur’anic schooling in Scandinavia
Hedman, C. & Ganuza, N. (2019). Introductory commentary : Lived experiences of qur’anic schooling in Scandinavia. Apples : Journal of Applied Language Studies, 13 (4), 7-13. doi: 10.17011/apples/urn.201912185421
Published in
Apples : Journal of Applied Language StudiesDate
2019Copyright
© The authors, 2019
Reading the contributions to this special issue, it is striking how little research has hitherto been conducted on qur’anic schooling and Qur’an faith literacy practices in Scandinavia, despite it being well-known that the Qur’an schools constitute important religious and social meeting points for many Muslim faith members (e.g., Risenfors, Gurdal, & Sorbring 2011). In all of the Scandinavian countries, numerous children and adolescents regularly attend qur’anic schooling from a very young age. As argued by Day and Rogaly (2014), shared Islamic faith literacy practices and participation in qur’anic schooling thus contribute to creating a sense of social belonging and coherence for many faith members. Despite this being the case, we still know very little about faith members’ lived experiences of qur’anic schooling. This lack of attention in the research seems to be a global rather than a local phenomenon. For example, Moore (2011) claims that qur’anic schooling is “[o]ne of the least-studied and most poorly understood educational institutions in today's world.” Consequently, all of the papers in this special issue make a valuable contribution in widening the research focus, and in counteracting the invisibilization of qur’anic schooling and faith literacy in the research.
...
Publisher
Centre for Applied Language Studies, University of JyväskyläISSN Search the Publication Forum
1457-9863Metadata
Show full item recordCollections
License
Related items
Showing items with similar title or keywords.
-
Young People's Emerging Multilingual Practices : Learning Language or Literacy, or Both?
Pitkänen-Huhta, Anne (Springer, 2019)Research on language learning and research on literacy are typically seen as two separate strands of enquiry and thus the concepts of language and literacy have traditionally been kept apart. This is partly due to ... -
ELINET-symposium kokosi yhteen lukutaitotoimijoita : kansainvälisestä yhteistyöstä intoa työhön
Sulkunen, Sari (FinRA ry, 2018)ELINET-verkosto (European Literacy Policy Network) järjesti heinäkuun lopulla lukutaitosymposiumin Kölnissä, Saksassa. Symposiumiin kokoontui satakunta lukutaitotutkijaa, opettajaa ja kouluttajaa sekä lukutaidon parissa ... -
Do concepts and methods have ethics?
Laihonen, Petteri (Language on the Move, 2020) -
Visualising Language Students and Teachers as Multilinguals : Advancing Social Justice in Education
Kalaja, Paula; Melo-Pfeifer, Sílvia (Multilingual Matters, 2025)This book fosters an awareness of multilingualism as lived or as subjectively experienced from the perspective of those involved in language education and teacher education. Responding to multilingual and visual turns, it ... -
The pedagogical value of translation : experiences from a newly introduced elective course
Károly, Adrienn (University of Jyväskylä, 2024)With the expansion of nonprofessional translation activities, language education has gradually rediscovered translation and mediation, seeing them not only as useful tools in language learning but also as transferable ...