Self-Positioning and Islamic Instruction in Germany

Abstract

Muslim institutions in Europe harbour growing expert knowledge. One example of this development comprises the syllabi for religious instruction of Muslim children at public schools that have been developed in different European contexts. Among other things, these instruction programmes aim at positioning their clientele vis-á-vis the religious sources, in a particular community and society. The premises on which these positionings are based, as well as their religious-theological justification and legitimation, form the focus of a thesis project that incorporates syllabus outlines and instruction materials from Germany, Austria and the Netherlands.