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The question of students that I have encountered most in my Islamic religious education so far was: “Why are Jews really evil from ground up?” It was made hesitant and unsettled. The pupil heard such a thing at home, he explained in frightened silence. I didn’t give him a drum stand and didn’t report him to his class teacher eir. Instead, we used his question to deal with prejudices about Jews. The or, exclusively Muslim disciples tried to be empatic, determined and successful in convincing questioning pupil that his sis was wrong.
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Works as a high school teacher in north of Dortmund. Mansur Seddiqzai teaches subjects of social sciences, history, philosophy, Daz/DAF and Islamic religious education.
Similar to large-scale construction site inclusion, Islamic religious education in North Rhine-Westphalia was also hastily introduced. It is to be offered in all school forms from primary school to high school. The core curricula clearly calibrate subject to Basic Law. The teaching is intended to help students to critically reflect on ir own “gender and cultural stereotypes” and to contribute to “shaping a democratic society”. Unfortunately, this curriculum does not specifically lead to controversial discussions with students. The Islamic Advisory Board in North Rhine-Westphalia, which, like Christian churches, must approve recruitment of religious teachers and also bless core curricula, prefers a conservative Islamic education, which has beliefs of Mosque communities does not contradict too much.
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However, if pupil had not asked his question, his dilemma would not have been resolved, he would have had to carry it out alone. Islam means a lot to many students, but y hardly have religious knowledge. To clarify religious questions on ir own often does not come to mind. You are looking for a Muslim authority person who gives you a kind of mini fatwa. This fits in with ir socialization in mosques, where often memorization and authority of Imam (Hodja) are in foreground. My task is to show disciples that y can and must find ir own thoughts and answers without fearing God’s punishment.
Then y talk about topics that y do not openly discuss at home or in mosque. “Is masturbation a sin?”, “May I have a girlfriend?”, “is headscarf wear really duty?” or “Is music allowed?” If you are not allowed to ask anywhere, you will get answers from self-proclaimed preachers on YouTube. The last few years have shown us where this can lead. It is not without reason that radical groups – be y extreme right-wing or Islamists – are captivating young people in search of orientation.
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Islamic hostility and discrimination must also play a role in Islam education. They are real for students, if y have to pass “Islamization” sign of AfD, as in election campaign on school day. But of course re are also problems within Muslim communities such as nationalism, racism, authority deafness, Islamism, homophobia. The equal rights of women, for example, is a permanent writer in classroom.
Jew as an insult
The most difficult, because politically and historically fraught, seems to me, however, subject of anti-Semitism. The word Jude or Yahudi is used by some young people at our school completely unreflected as an insult. “What is a Jew at all?” As naïve as my question sounds, for many students it is hard to answer. The Tippa, Torah, Israel as a Jewish home state – I do not collect much more on blackboard. No one of my disciples knows a Jew. In your neighborhood, you have only a few non-Muslim friends. Israel also remains a stereotype, because hardly any one knows anything about origin, history, population composition of country or about violence dynamics in Middle East conflict. Judaism is not mentioned in any or subject except in context of Holocaust and Middle East conflict. How should my disciples perceive Judaism differently than through se two filters? The fact that name of Israel, as nickname of Prophet Jacob, also plays an important role in Islam, is completely unknown. The ological closeness and kinship between Judaism and Islam in God’s image and prophetic stories likewise. Also mention of mythical relationship between Hebrews and Arabs regularly leads to questioning faces in classroom.
