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Moscheen als binär codierte Binnenräume spannen transnationale Bildungsräume auf und stoßen Erziehungs- und Bildungsprozesse an. Durch pädagogische und religiöse Handlungsfelder eröffnen sie Räume der religiösen Wissensvermittlung oder der politischen Bildung, aber auch Räume der Geschlechtererziehung, in denen die Teilhabenden Normen- und Wertevorstellungen verhandeln. Imaminnen in Moscheen lassen sich dabei als pädagogische Orientierungspersonen verstehen, die durch ihre Handlungsfelder Geschlechtervorstellungen verfestigen und an der Konstruktion und Konstitution von Geschlecht mitwirken. Vor diesem Hintergrund rückt die Studie türkische und deutsch-türkische Imaminnen in DITIB-Moscheen in den Vordergrund und rekonstruiert die kollektiven Orientierungen und Modi der Bearbeitung in den Geschlechterkonstruktionen – im Doing Gender – der Imaminnen, die an den theologischen Fakultäten in Ankara und Konya (Türkei) und in unterschiedlichen Moscheegemeinden in Hessen interviewt wurden. Die Studie gibt folglich Aufschlüsse, wie sich Doing Gender im transnationalen Bildungsraum gestaltet und Geschlechterkonstruktionen transnational wirkmächtig werden.

Kâdiyânîlik on dokuzuncu yüzyıl Hint coğrafyasının bir prototipidir. Maddi üstünlükleri ile bu coğrafyaya gelen güçler, buranın sakinlerinden sadece siyasi egemenliklerini alarak kendilerine aktarmakla kalmamış; misyoner ordularıyla, onların iman ve ruh dünyalarına el uzatır olmuşlardır. Bu da kitlede, olumsuz bir psikoloji doğurmuştur. Kâdiyânîlik, hemen hepsi de İslâm kültür tarihinde daha önce söylenmiş görüşleriyle, bunların hem bozuk bir sentezi hem de gerek bunların gerek Hıristiyan misyonerliğinin temsil ettiği görüşlerin bir antitezidir.

No detailed description available for'L'enseignment religieux dans la Turquie moderne'.

This volume features chapters by international experts in education, sociology, and theology who consider a range of challenges faced by educators in primary and secondary schools that are becoming increasingly diverse in terms of the ethnic and religious backgrounds of pupils. From the non-religious, to the refugee, to student fundamentalism and even radicalization­—these multiple, fresh approaches analyze the dynamics of the changing pedagogical landscape in an age of ever increasing globalization and cultural plurality. Today's classrooms are often the most crucial spaces where children and adolescents encounter new cultural, religious, and other worldviews. Increasingly, teachers are called on to empower their pupils with the tools and competencies necessary to reflect on and process this plurality in ways that are productive for their intellectual growth and moral maturation. Regional case studies provide extensive data while offering insights into developments in school settings across Europe, in Turkey, and in the United States. In addition, a number of the contributions address the delivery, content, and policies of Islamic Religious Education in European contexts, the educational strategies employed in multi-religious societies, and interreligious dialogue in schools, whether intentional or spontaneous.

Keine ausführliche Beschreibung für'Die religiöse Lage in der Türkei'verfügbar.

Keine ausführliche Beschreibung für'Traditionelle Hadith-Hermeneutik im Zusammenhang mit modernen Ansätzen der Ankaraner Schule'verfügbar.

Depuis la fondation de la République Turque en 1923, la laïcité constitue le principe le plus discuté et controversé, comme impliquant un rejet de la République elle-même. Que signifie la laïcité pour la Turquie? Le renforcement de l'autorité des élites? Ou le sens de la République? Aujourd'hui, comment comprenons-nous la laïcité, et avons-nous besoin de la redéfinir?

The'Hizmet'('Service')Movement of Fethullah Gülen is Turkey's most influential Islamic identitycommunity. Widely praised throughout the early 2000s as a mild and moderatevariation on Islamic political identity, the Gülen Movement has long been atopic of both adulation and conspiracy in Turkey. In Gülen, Joshua D. Hendrick suggests that the Gülen Movement shouldbe given credit for playing a significant role in Turkey's rise to globalprominence.Hendrick draws on 14 months of ethnographic fieldworkin Turkey and the U.S. for his study. He argues that the movement's growth andimpact both inside and outside Turkey position both its leader and itsfollowers as indicative of a'post political'turn in twenty-firstcentury Islamic political identity in general, and as illustrative of Turkey'spolitical, economic, and cultural transformation in particular.