A model for Islamic education from Turkey: the Imam-Hatip schools
The aim of this article is to examine the Imam-Hatip schools and their basic features, the characteristic model of Islamic education in Turkey that was proposed as an alternative model for other Muslim countries during their madrasa reform movements in the aftermath of the September 11 events in the...
| Auteurs: | ; |
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| Type de support: | Numérique/imprimé Article |
| Langue: | Anglais |
| Vérifier la disponibilité: | HBZ Gateway |
| Journals Online & Print: | En cours de chargement...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Publié: |
Routledge
[2017]
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| Dans: |
British journal of religious education
Année: 2017, Volume: 39, Numéro: 3, Pages: 279-292 |
| Sujets / Chaînes de mots-clés standardisés: | B
Lycée imam hatip
/ Formation scolaire
/ Imam
/ Formation
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| Classifications IxTheo: | BJ Islam FB Formation théologique KBL Proche-Orient et Afrique du Nord |
| Sujets non-standardisés: | B
Islamic Education
B Imam-Hatip Schools B Turkish Islamic education model |
| Accès en ligne: |
Volltext (doi) |
| Résumé: | The aim of this article is to examine the Imam-Hatip schools and their basic features, the characteristic model of Islamic education in Turkey that was proposed as an alternative model for other Muslim countries during their madrasa reform movements in the aftermath of the September 11 events in the USA. In the continuation of the madrasa tradition during the Saljuki period under state supervision, along with the modernisation efforts in education since the late Ottoman period, these schools have been revitalised and adapted to the contemporary conditions of educational institutions. At the foundation of these schools, there lay a notion of reconciliation between the ‘traditional’ and ‘modern’. Throughout the years of the Turkish Republic, these schools have constantly become a controversial issue in terms of their number, structure, and student and alumni profiles. Especially after the opening process of the Turkish people and Turkish foreign policies to the world, the issue has become an international one since the 1980s. After the events of 11 September 2001, these schools were offered as an alternative model for madrasas in Muslim countries and therefore drew international attention to themselves. |
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| ISSN: | 0141-6200 |
| Contient: | Enthalten in: British journal of religious education
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| Persistent identifiers: | DOI: 10.1080/01416200.2015.1128390 |