Dutch history teachers' perceptions of teaching the topic of Islam while balancing distance and proximity

Geerte M. Savenije; Bjorn G.J. Wansink; Albert Logtenberg

doi:10.1016/j.tate.2022.103654

Dutch history teachers' perceptions of teaching the topic of Islam while balancing distance and proximity

Geerte M. Savenije, Bjorn G.J. Wansink, Albert Logtenberg^*

^*Corresponding author for this work

Research output: Contribution to journal › Article › Academic › peer-review

Abstract

Teaching about the topic of Islam may be challenging. We report the results of a survey study (N = 81) of Dutch history teachers and six in-depth interviews examining the sensitivities experienced when teaching Islam-related issues and the motives that underlie teachers' decisions. We developed an analytical framework comprising three dimensions that describe the proximity and distance between teachers and students from interpersonal, identity and knowledge perspectives. Our results show that differences between teachers and students regarding their sources of knowledge and epistemological authority are an important factor affecting the sensitivity of Islam-related issues.

Original language	English
Article number	103654
Pages (from-to)	1-13
Journal	Teaching and Teacher Education
Volume	112
Issue number	103654
DOIs	https://doi.org/10.1016/j.tate.2022.103654
Publication status	Published - Apr 2022

Bibliographical note

Publisher Copyright:
© 2022 The Authors

Keywords

History teacher perceptions
Teaching controversial/sensitive topics in history
Teaching islam

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10.1016/j.tate.2022.103654Licence: CC BY

1-s2.0-S0742051X22000257-mainFinal published version, 483 KBLicence: CC BY

Cite this

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abstract = "Teaching about the topic of Islam may be challenging. We report the results of a survey study (N = 81) of Dutch history teachers and six in-depth interviews examining the sensitivities experienced when teaching Islam-related issues and the motives that underlie teachers' decisions. We developed an analytical framework comprising three dimensions that describe the proximity and distance between teachers and students from interpersonal, identity and knowledge perspectives. Our results show that differences between teachers and students regarding their sources of knowledge and epistemological authority are an important factor affecting the sensitivity of Islam-related issues.",

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Dutch history teachers' perceptions of teaching the topic of Islam while balancing distance and proximity

Abstract

Bibliographical note

Keywords

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