Liturgical literacy as hidden capital : Experiences from Qur’an education in Sweden
Berglund, J. (2019). Liturgical literacy as hidden capital : Experiences from Qur’an education in Sweden. Apples : Journal of Applied Language Studies, 13 (4), 15-25. doi: 10.17011/apples/urn.201912185422
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Apples : Journal of Applied Language StudiesAuthors
Date
2019Copyright
© The author, 2019
This article focuses on a form of supplementary Islamic education that centres on
Qur’an studies and examines the reported experiences of Muslim students that
regularly shift between this and their mainstream secular school. Its aim is to better
comprehend the dialectical interplay between this type of supplementary education
and mainstream secular schooling. Within this framework, the article explores how
the traditional way of reading, reciting, and memorizing the Qur’an might relate to
the type of teaching and learning that occurs within mainstream public schools. It
also explores the possibility of a secular bias within the Swedish school system, the
contribution of Qur’an studies to mainstream schooling (and vice versa), Qur’anbased vs. mainstream notions of “reading”, especially in relation to the idea of
“understanding” and “meaning”, and how competency in Qur’an recitation becomes
valuable secular “capital” when translated from language of “liturgical literacy” to
the language of “skills”. To balance and enhance our understanding of student
experiences, this article employs a constructive understanding of Pierre Bourdieu's
concepts of cultural capital and habitus as well as Andrey Rosowsky’s notion of
liturgical literacy.
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Centre for Applied Language Studies, University of JyväskyläISSN Search the Publication Forum
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