Islam belongs to Germany in many classrooms and on pauses: in more than 800 schools re are now Islamic religious education, and almost 55,000 pupils take part in it. This resulted in a survey of media service integration at Ministries of Culture of 16 federal states, results of which are available from German press agency. Two years ago, 42,000 girls and boys attended class.
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But supply does not cover demand. An earlier study on behalf of German Islam conference shows that much more Muslims would like to have lessons in ir denomination. Thus, in year 2008, 76 percent of Muslims from 16 years of age wanted Islamic religious education in public schools. About 650,000 pupils between six and eighteen years of age would have attended classes at that time if y had been offered. Muslim parents who want to give ir children a strictly religious upbringing do not necessarily send m to school’s teaching of Islam, but rar to Koran lessons of local mosque.
The influence of majority Sunni Islam associations on contents of teaching is different in different federal states. In Bavaria and Schleswig-Holstein y are held completely outside. In Berlin, teaching is sole responsibility of “Islamic Federation Berlin”, in Hesse and Lower Saxony, religious communities and public authorities work toger.
In North Rhine-Westphalia, Baden-Württemberg, Rhineland-Palatinate and Saarland, re are model trials with Islamic partners. Hamburg and Bremen rely on interdenominational religious education for students of all faiths. There is no offer for Muslim students in five eastern Länder.
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Against more influence for majority Conservative associations, both liberal Muslims and politicians from right-wing conservative spectrum, who have reservations about Islam, turn. Anor argument that is repeatedly put forward is risk of foreign political influence on students – especially where Turkish-Islamic Union of Institution of Religion (DITIB) is involved, geographically to Turkish government. Although re is no corresponding content in curricula, a corresponding influence by individual teachers can not always be ruled out in practice.
At German universities, centers for Islamic ology were established almost seven years ago. Teachers of Islamic religious education, in particular, should be trained re. Because until n mosque associations trained ir imams mselves, and y often did not speak German and yesterday’s Islam, expectations for new subject were high. The Islam studies should be a milestone for integration.
But re are still too few teachers who teach subject. Abdel-Hakim Ourghi, who leads Department of Islamic ology and religious education at Pedagogical University of Freiburg, writes on time online, for example: “Some Muslim students are unsure wher it is worthwhile in Germany to have Islamic To study religious education. ” Because teachers have a particularly hard-on. That starts with question: headscarf or not? In some schools, conservative fars banned ir children from learning Islam in an unveiled woman. Headscarf-carrying teachers, on or hand, often have a hard standing in college. At same time, demands placed on teaching community are high: y should educate on tolerance of religious beliefs and impart Western values and build bridges between religions and or world beliefs.
