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Religious Education and Islam in Europe

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Inequality in Education

Part of the book series: CERC Studies in Comparative Education ((CERC,volume 24))

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Today, education systems are challenged more than ever before by the requirements to contribute to economic competitiveness as well as social cohesion. The migration of Muslims to Europe and conversion to Islam have reinforced these requirements (An-Na'im 1998; Eickelmann 1989). Educational opportunities for Muslims differ greatly between the countries along combinations of variables that are strategic for the emergence of schools that correspond to the Muslim demands.

In Europe, educational policies were largely conditioned by factors internal to each country up until the 1980s. Today, education, particularly religious education, should be seen in the context of globalization and its impact. This impact, both direct and indirect, is evident in the elite-mass divide in cultural values, beliefs, and preferences, and in the increasing Muslim presence in Europe. Traditionally, religion seems to have been the major factor differentiating the demand for private education, at least at the compulsory level (James 1991). Today, the global elite see education as a means for the formation of human capital and increasing competitiveness. The masses, however, have broader considerations for their children. The demand for moral-religious training is particularly strong among some Christian, Jewish, and Muslim groups (EFTRE 2006; Jackson & Steele 2004; Schreiner 2005).

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  1. Department of Education, Stockholm University, Sweden

    Holger Daun

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Donald B. Holsinger W. James Jacob

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Daun, H. (2008). Religious Education and Islam in Europe. In: Holsinger, D.B., Jacob, W.J. (eds) Inequality in Education. CERC Studies in Comparative Education, vol 24. Springer, Dordrecht. https://doi.org/10.1007/978-90-481-2652-1_15

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