دورية أكاديمية
The Identity Construction in Arab-Islamic Education Systems into the Experiences of People from Morocco and Syria Living in Europe
| العنوان: | The Identity Construction in Arab-Islamic Education Systems into the Experiences of People from Morocco and Syria Living in Europe |
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| اللغة: | English |
| المؤلفون: | Sara Mazzei |
| المصدر: | Journal of Education in Muslim Societies. 2024 5(2):74-99. |
| الإتاحة: | Indiana University Press. 601 North Morton Street, Bloomington, IN 47404. Tel: 800-842-6796; Tel: 812-855-8817; Fax: 812-855-7931; e-mail: iuporder@indiana.edu; Web site: https://scholarworks.iu.edu/iupjournals/index.php/jems/ |
| Peer Reviewed: | Y |
| Page Count: | 26 |
| تاريخ النشر: | 2024 |
| نوع الوثيقة: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Arabic, Arabs, Humanities, College Students, Parents, College Faculty, Foreign Countries, Migrants, Refugees, Barriers, Cultural Background, Religious Education, Multicultural Education, Self Concept |
| مصطلحات جغرافية: | Italy, Germany, Sweden |
| تدمد: | 2641-0044 2641-0052 |
| مستخلص: | In the last decade, Europe has welcomed numerous migrants and refugees from Arab countries. The presence of these migrants and refugees in schools has posed the challenge of unfamiliar realities for teaching staff. The issue has been addressed from the perspectives of sociology to psychology, providing insights into the nature of intercultural education. Few studies have delved into pupils' cultural backgrounds, and the history of one's country of origin is seldom regarded as a decisive factor in the formation of identity. The Arabic-speaking Moroccan and Syrian communities are the most significant and have interesting histories and education systems. Using Nussbaum's (2010) multifactorial analysis, this research aims to better understand the educational background of Arabic-speaking pupils, focusing on humanities and religious education of those from Morocco and Syria. The methodology embodies qualitative empirical research conducted in Europe that addressed the main factor identified by Nussbaum (2010). The results show the education experience of Syrian and Moroccan pupils was affected by their home country education policies, especially where minority and relationship issues with Europe, the West and Israel were concerned. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الأكسشن: | EJ1424935 |
| قاعدة البيانات: | ERIC |
| تدمد: | 2641-0044 2641-0052 |
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