Islamic Studies in European Higher Education : : Navigating Academic and Confessional Approaches / / ed. by Jørgen S. Nielsen.

• Superior document: Title is part of eBook package: De Gruyter EBOOK PACKAGE COMPLETE 2023 English
• MitwirkendeR: Abdallah-Krzepkowska, Beata,; Agai, Bekim,; Cheruvallil-Contractor, Sariya,; Dreier, Lena,; Engelhardt, Jan Felix,; Gilliat-Ray, Sophie,; Górak-Sosnowska, Katarzyna,; Hendek, Abdurrahman,; Jones, Stephen H.,; Lafrarchi, Naïma,; Mesbahi, Mohammad,; Nielsen, Jørgen S.,; Piela, Anna,; Schepelern Johansen, Birgitte,; Sidat, Haroon,
• HerausgeberIn: Nielsen, Jørgen S.,
• Place / Publishing House: Edinburgh : : Edinburgh University Press, , [2023]; ©2023
• Year of Publication: 2023
• Language: English
• Physical Description: 1 online resource (250 p.)

Examines the integration and reform of Islamic studies in universities across Germany, the UK, Turkey, Poland and BelgiumExplores the interaction between conventional university Islamic studies and the growing impact of confessional Islamic studies in European statesProvides accounts of recent developments in Islamic studies in Germany, the UK, Turkey, Poland and BelgiumShows the impact of European states’ policies concerning integration and countering extremism upon the consolidation of Islamic studies programmesCritically reviews the concepts used to distinguish between confessional and nonconfessional approaches, and assesses their adequacy in light of recent changesAcross Europe there are numerous examples of recent linkages between universities and Islamic seminaries. In Germany the federal ‘top-down’ experiment, now over ten years old, of establishing departments of Islamic theology in five universities has now recruited over 2000 students, many of whom will end up teaching confessional Islam RE in schools. In the UK, local partnerships have been developed at under- and postgraduate level between e.g. Warwick, Birmingham and Middlesex universities and Islamic seminaries representing a range of Islamic traditions. Similar experiences are being developed on a smaller scale in other countries. These developments, which have taken place against a backdrop of state pressure to ‘integrate’ Islam and address ‘radicalisation’, challenge university traditions of ‘scientific’ approaches to the study of Islam as well as the confessional expectations of faith-based Islamic theological training. By looking more closely at the developing experience in Germany and Britain and selected other countries this volume explores how the two approaches are finding ways of creative cooperation.

Table of Contents

Frontmatter -- Contents -- Notes on the Contributors -- Preface -- Chapter 1 Introduction: Incorporating Islam in European Higher Education -- Chapter 2 Islamic Studies in University and Seminary: Contest or Constructive Mutuality? -- Chapter 3 (Re)habilitating the Insider: Negotiations of Epistemic Legitimacy in Islamic Theology and Newer Social Justice Mobilisation -- Chapter 4 What Do the Terms ‘Confessional’ and ‘Non-confessional’ Mean, and are they Helpful? Some Social Scientific Musings -- Chapter 5 A Decade of Islamic Theological Studies at German Universities: Expectations, Outcomes and Future Perspectives -- Chapter 6 Islamic Theology in a Muslim-minority Environment: Distinctions of Religion within a New Academic Discipline -- Chapter 7 The Taalib as a Bricoleur: Transitioning from Madrasah to University in Modern Britain -- Chapter 8 Why would Muslims Study Theology to Obtain an Academic Qualification? -- Chapter 9 Navigating alongside the Limits of Mutual Interdependence: Flemish Islamic Religious Education -- Chapter 10 The Need for Teaching against Islamophobia in a Culturally Homogeneous Context: The Case of Poland -- Chapter 11 Theology Faculties in Turkey: Between State, Religion and Politics -- Chapter 12 Closing Reflections: Going Beyond Secular–Religious and Confessional–Academic Dichotomies in European Islamic Studies -- Index