This book empirically reconstructs the relationships of Muslim children to God demonstrating that Muslim children in Germany already show a broad spectrum of different images of God and relations to God already at the age of ten.

This novel and contemporary anthology brings important topics about race, religion, and identity to the foreground to address the challenges facing Muslim schoolchildren today. Through interviews and case studies, the chapters explore topics such as multiethnic education, teacher diversity, and culturally responsive pedagogy, providing insights into necessary changes and ways to enhance schools. Taking into account cultural touchstones such as the Black Lives Matter movement and the Trojan Horse affair, the book argues for an urgent, transformative accommodation of Muslims to take place within schooling in order to improve the educational standards of Muslim children within the United Kingdom, including several chapters that focus on Muslim education in locations such as Yorkshire, Peterborough, High Wycombe, and Tower Hamlets, and further afield. This book will be of importance to scholars, researchers, and postgraduate students studying religious education, secondary education, and multicultural education more broadly. Policymakers interested in education policy and politics, as well as race and ethnicity in educational contexts, may potentially benefit from the volume.

The second edition of this popular text has been revised and updated to include the new Professional Standards needed to achieve Qualified Teacher Status (QTS). Tackling these elusive but fundamental aspects of children′s development, this text places the importance of spiritual, moral, social and cultural understanding in a cross-curricular context. It directly links between children′s attainment and the wider aspects of personal development, beliefs and values, explaining the environment in which learning flourishes and demonstrating how trainees can promote this in their teaching. In addition, it helps enrich the trainee teacher′s experience, laying firm foundations for their continuing professional development.

This is the first book in the English language to deal with the spiritual significance of Islamic art including not only the plastic arts, but also literature and music. Rather than only dealing with the history of the various arts of Islam or their description, the author relates the form, content, symbolic language, meaning, and presence of these arts to the very sources of the Islamic revelation. Relying upon his extensive knowledge of the Islamic religion in both its exoteric and esoteric dimensions as well as the various Islamic sciences, the author relates Islamic art to the inner dimensions of the Islamic revelation and the spirituality which has issued from it. He brings out the spiritual significance of the Islamic arts ranging from architecture to music as seen, heard, and experienced by one living within the universe of the Islamic tradition. In this work the reader is made to understand the meaning of Islamic art for those living within the civilization which created it.

Elijah Muhammad's Nation of Islam came to America's attention in the 1960s and 1970s as a radical separatist African American social and political group. But the movement was also a religious one. Edward E. Curtis IV offers the first comprehensive examination of the rituals, ethics, theologies, and religious narratives of the Nation of Islam, showing how the movement combined elements of Afro-Eurasian Islamic traditions with African American traditions to create a new form of Islamic faith. Considering everything from bean pies to religious cartoons, clothing styles to prayer rituals, Curtis explains how the practice of Islam in the movement included the disciplining and purifying of the black body, the reorientation of African American historical consciousness toward the Muslim world, an engagement with both mainstream Islamic texts and the prophecies of Elijah Muhammad, and the development of a holistic approach to political, religious, and social liberation. Curtis's analysis pushes beyond essentialist ideas about what it means to be Muslim and offers a view of the importance of local processes in identity formation and the appropriation of Islamic traditions.

Frequently in partnership, but sometimes at odds, religious institutions and public health institutions work to improve the well-being of their communities. There is increasing awareness among public health professionals and the general public that the social conditions of poverty, lack of education, income inequality, poor working conditions, and experiences of discrimination play a dominant role in determining health status. But this broad view of the social determinants of health has largely ignored the role of religious practices and institutions in shaping the life conditions of billions around the globe. In Religion as a Social Determinant of Public Health, leading scholars in the social sciences, public health, and religion address this omission by examining the embodied sacred practices of the world's religions, the history of alignment and tension between religious and public health institutions, the research on the health impact of religious practice throughout the life course, and the role of religious institutions in health and development efforts around the globe. In addition, the volume explores religion's role in the ongoing epidemics of HIV/AIDS and Alzheimer's disease, as well as preparations for an influenza pandemic. Together, these groundbreaking essays help complete the picture of the social determinants of health by including religion, which has until now been an invisible determinant.

In the era of globalization debate has turned to the vital need for a thorough understanding of its impact on the spirituality and health of the youth of today. Spiritual Education in a Divided World recognises the urgent need for effective research in this area. This exceptional volume takes an interdisciplinary approach to tackle the key question

There has recently been an explosion of interest in positive psychology and the teaching of well-being and 'happiness' in the PSHE world in schools and many teachers are looking for clear information on how to implement these potentially life-changing ideas in the classroom. This book provides an introduction to the theory of positive psychology and a practical guide on how to implement the theory in (primarily secondary) schools. The American psychologist and writer Martin Seligman, well known for his work on the idea of 'learned helplessness', has more recently been working in the field of positive psychology. He has led training in resilience in a number of UK local authorities. Wellington College, where Ian Morris is head of philosophy, religion and PSHE, is among the first UK schools to introduce a formal well-being and happiness curriculum developed by the author.

Against the backdrop of labour migration and the ongoing refugee crisis, the ways in which Islam is taught and engaged with in educational settings has become a major topic of contention in Europe. Recognising the need for academic engagement around the challenges and benefits of effective Islamic Religious Education (IRE), this volume offers a comparative study of curricula, teaching materials, and teacher education in fourteen European countries, and in doing so, explores local, national, and international complexities of contemporary IRE. Considering the ways in which Islam is taught and represented in state schools, public Islamic schools, and non-confessional classes, Part One of this volume includes chapters which survey the varying degrees to which fourteen European States have adopted IRE into curricula, and considers the impacts of varied teaching models on Muslim populations. Moving beyond individual countries’ approaches to IRE, chapters in Part Two offer multi-disciplinary perspectives – from the hermeneutical-critical to the postcolonial – to address challenges posed by religious teachings on issues such as feminism, human rights, and citizenship, and the ways these are approached in European settings. Given its multi-faceted approach, this book will be an indispensable resource for postgraduate students, scholars, stakeholders and policymakers working at the intersections of religion, education and policy on religious education.

Volume V distinguishes religious and spiritual education and takes a multi-faith approach to pedagogic, curricular and resource issues. The important area of collective worship is also addressed.