Attitudes of Interfaith Students in the West : : Educational Insights from Australia, New Zealand and Germany / / Abe W. Ata.

• Superior document: Educational Research E-Books Online, Collection 2024
• VerfasserIn: Ata, Abe W.,
• Place / Publishing House: Leiden ;, Boston : : Brill,, 2024.; ©2024
• Year of Publication: 2024
• Edition: 1st ed.
• Language: English
• Series: Educational Research E-Books Online, Collection 2024.
• Physical Description: 1 online resource (227 pages)

The meaning of being Muslim has undergone enormous changes in the aftermath of the bombings in New York in 2001. The initial reaction of media outlets was to portray them as a global threat. In social-cultural and political context, they were thought to be unable to fit into Western societies. For example, in a major survey, over half of Australians preferred that their relatives not to marry into a Muslim family. This book examines the extent to which falsehoods relate to attitudes and perceptions of young Muslim and Western students in German, Australian and New Zealand educational institutions to each other. It also addresses the views, pressures, unconscious biases, presumptions and expectations, social cultural and religious influences that drive the relationship between the two communities.

Table of Contents

Intro -- Contents -- Acknowledgements -- Figures and Tables -- Figures -- Tables -- About the Authors -- 1. Cross-Cultural Attitudes in Education: Majority-Minority Students in Australia and Germany -- 1 Religious Diversity, Education, and Prejudice -- 2 Knowledge, Attitudes and False Beliefs in Education -- 3 Examining the Resentments and Grievances of the Australian Muslim Community -- 4 Examining the Resentments and Grievances of the Dominant Australian Community -- 5 Fostering Race-Related Dialogue in Education between the Two Groups -- 5.1 Strategies That the Australian Muslim Communities Could Initiate -- 5.2 Strategies That the Australian Christian and Secular Communities Could Initiate -- 5.3 The Extent to Which the Mainstream and Ethnic Media Influence Majority-Minority Attitudes and False Beliefs -- 6 Methodology and Analysis -- Part 1: Knowledge, False Beliefs and Cross-Cultural Attitudes -- 2. Knowledge, False Beliefs and Fact-Driven Perceptions of Muslims in Australian High Schools -- 1 Introduction -- 2 Method -- 3 Findings -- 3.1 Knowledge Score (Method 1) -- 3.2 Knowledge Score (Method 2) -- 4 Perception of Islam -- 4.1 Knowledge of Islam -- 4.1.1 Does Having Muslim Friends Have Influence? -- 4.2 State versus Private Schools -- 4.2.1 Overall Results -- 4.2.2 How Do Students Differ in Their Attitudes? -- 4.2.3 Does Having Muslim Friends Have Influence? -- 5 Discussion -- 6 Conclusions -- 3. Knowledge, False Beliefs, and Information Processing Perception of Australia by Muslim High School Students -- 1 Introduction -- 2 Companion Study of Non-Muslim Students -- 3 Survey Method and Sample Characteristics -- 3.1 Knowledge of Christianity -- 4 Overall Results -- 4.1 Knowledge Score (Method 1) -- 4.2 Knowledge Score (Method 2) -- 5 Words and Images Which the Word "Australian" Triggers in the Mind of Participants.

6 Discussion and Findings -- 7 Conclusions -- 4. Reaction Mixture of Perception and Attitudes of Tertiary Educated Muslim Students to Mainstream Australian Community -- 1 Introduction -- 2 Originality and Relevance of the Survey -- 3 Survey Method and Sample Characteristics -- 3.1 Data Analysis -- 4 Findings -- 4.1 Attitudes towards Non-Muslims -- 4.2 Perception of Muslim and Non-Muslim Australians -- 5 Knowledge about Christianity -- 5.1 Media and Other Key Educational Factors -- 5.2 Media Portrayal of Muslims on Interfaith Relations -- 6 Educational Influences on Interfaith Relations -- 7 Conclusions -- Part 2: Intergroup Relations, Social Distance and Religious Bias -- 5. Perception of the "Other" in Catholic Schools inAustralia: A National Survey -- 1 Introduction -- 2 Survey Method -- 3 Characteristics of Participating Schools -- 3.1 How Do Students Differ in Their Knowledge -- 3.2 How Do Students Differ in Their Attitudes -- 3.3 Is There a Difference between Those with Muslim Friends and Those Without -- 4 Conclusions -- 6. Differentiating Effects of Social Distance andIntergroup Contact German University Students' Views on Islam and Muslims -- 1 Introduction -- 2 Definitions and Background Perspectives -- 3 Survey Method and Sample Characteristics -- 4 Results and Discussion -- 4.1 Comparison between Muslims and Another Race -- 4.2 "Own" versus "Parents" Social Distance -- 4.3 Gender Differences in Social Distance -- 4.4 Does Having Muslim Friends Have Influence? -- 5 Conclusions -- Acknowledgement -- 7. Commixture Effects of Community Norms, Knowledge, and Friendship on Social Distance/Intergroup Relations with Muslims in the Wake of the Christchurch Terrorist Attacks -- 1 Background Perspectives-the Case of New Zealand -- 1.1 The Case of Australia -- 1.2 Literary and Contextual Perspectives.

2 Survey Method, Data Analysis, and Sample Characteristics -- 3 Statistical Computations and Data Analysis -- 4 Results and Discussion -- 4.1 Friendship with Muslims -- 4.2 Attitudes, Perceptions, and Knowledge -- 5 Conclusions -- Part 3: Religious Affiliation, Gender Differences, and Integration -- 8. Do Muslim-Australian Tertiary Students View Their Own Values to Be Compatible with Those Held by the Dominant/Mainstream Society! -- 1 Originality and Relevance of the Survey -- 2 Survey Method and Sample Characteristics -- 2.1 Open Ended Questions -- 2.2 Gender Discrepancies as Reflected in Perceived Attributes to Mainstream Australians -- 2.3 Male and Female Tertiary Education Students -- 2.4 Gender Discrepancies on Statements of Attitudes towards Mainstream Australians -- 3 Conclusions -- 9. Cultural, Gender and Religious Predictors of Perception of Muslims at Tertiary Institutions -- 1 Method Originality and Relevance of the Survey -- 2 Survey Method and Sample Characteristics -- 3 Results and Discussion -- 3.1 Gender -- 3.2 Religion -- 4 Conclusions -- 10. Knowledge, False Beliefs and Fact Driven Perceptions of Muslims in German Universities -- 1 Introduction -- 2 Survey Method and Sample Characteristics -- 2.1 Overall Results-Knowledge of Islam -- 3 Discussion -- 4 Conclusions -- Acknowledgement -- Part 4: Social Cohesion, Stereotyping, and Inclusivity -- 11. Psychological and Social Distance of School-Age Non-Muslim Australians towards Muslims and Islam -- 1 Methods -- 1.1 Participants -- 1.1.1 Procedure -- 1.2 Social Distance-Measures -- 2 Results -- 3 Discussion and Conclusions -- Appendix 1: Participants' Response to Statements Associated withSocial Distance -- Appendix 2: Participants Response to Statements Associated withLearning at School.

12. How Do Students in Islamic Schools Perceive Their Values as Compatible with the Broader Australian Community: A National Survey -- 1 Survey Method and Sample Characteristics -- 2 Findings and Discussion -- 2.1 How Do Students Differ in Their Attitudes? -- 2.2 Gender Differences -- 2.3 Perception of Muslim Australians and Other Australians -- 3 Overall Results -- 13. Conclusions -- 1 Part 1: Knowledge, False Beliefs and Cross-Cultural Attitudes -- 2 Part 2: Intergroup Relations, Social Distance and Religious Bias -- 3 Part 3: Religious Affiliation, Gender Differences and Social Harmony -- 3.1 Gender -- 3.2 Religion -- 3.3 Age -- 4 Part 4: Social-Psychological Distance, Stereotyping, and Inclusivity -- References -- Index.