Islamophobia in European Schools: A Multinational Phenomenological Research

Year 2019, Volume: 2 Issue: 1, 5 - 28, 26.08.2019

Ali Baltacı , Murat Kayacan

https://doi.org/10.5281/zenodo.3353411

Abstract

This study, which aims to investigate the existence of Islamophobia in European schools, an important part of the social structure, is designed as a phenomenological study. Data were collected through interviews with 36 teachers working in seven different European countries. As a result of the study, Islamophobia has been identified as an unignorable and a major problem in European schools. Moreover, it reveals that the teachers do not have enough knowledge about Islam, but the majority of participants have open or hidden Islamophobic tendencies. In addition, the teachers think that Islamic lifestyles and Muslims are not part of European cultures and that Muslim students should be subjected to intense cultural training. Again, the majority of the participants argue that the fight against Islamophobia can be achieved through prejudice and communication training for teachers. This study is important in that it is a pioneering work in the literature that investigates the entity of Islamophobia among teachers in Europe.

Keywords

Religious Education, Islamophobia, Europe, School, Teacher

Avrupa Okullarında İslamofobi: Çok Uluslu Fenomenolojik Bir Araştırma

Abstract

Avrupa okullarında, sosyal yapının önemli bir parçası olan İslamofobinin varlığını araştırmayı amaçlayan bu çalışma, fenomenolojik bir çalışma olarak tasarlanmıştır. Veriler, yedi farklı Avrupa ülkesinde çalışan 36 öğretmenle yapılan görüşmeler sonucunda toplanmıştır. Araştırma sonucunda İslamofobi, Avrupa okullarında göz ardı edilemez ve büyük bir sorun olarak tanımlanmıştır. Ayrıca, araştırma öğretmenlerin İslam hakkında yeterli bilgiye sahip olmadıklarını, ancak katılımcıların çoğunluğunun açık veya gizli İslamofobik eğilimlere sahip olduğunu ortaya koymaktadır. Buna ek olarak, öğretmenler İslami yaşam tarzlarının ve Müslümanların Avrupa kültürlerinin bir parçası olmadığını ve Müslüman öğrencilerin yoğun kültürel eğitime tabi tutulması gerektiğini düşünmektedir. Yine, katılımcıların çoğunluğu İslamofobiye karşı mücadelenin öğretmenler için bir önyargı ve iletişim eğitimi yoluyla sağlanabileceğini savunmaktadır. Bu çalışma, literatürde İslamofobinin varlığını Avrupa'daki öğretmenler arasında araştıran öncü bir çalışma olması bakımından önemlidir. 

Keywords

Din Eğitimi, İslamofobi, Avrupa, Okul, Öğretmen

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