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Descriptors:
Foreign Countries; Pregnancy; Eating Habits; Islam; Muslims; Children; Scores; Academic Achievement; Correlation; Intervention; Child Health; Longitudinal Studies; Prenatal Influences; Prenatal Care; Developing Nations; Cost Effectiveness; Public Policy; Investment; Educational Policy; Educational Development; Child Development; Asians; White Students; Comparative Analysis; Latin Americans; Immigrants; Cognitive Development; Research Methodology; Robustness (Statistics); Statistical Significance; Census Figures; Measurement Techniques

Abstract:
We consider the effects of daytime fasting by pregnant women during the lunar month of Ramadan on their children's test scores at age seven. Using English register data, we find that scores are 0.05 to 0.08 standard deviations lower for Pakistani and Bangladeshi students exposed to Ramadan in early pregnancy. These estimates are downward biased to the extent that Ramadan is not universally observed. We conclude that the effects of prenatal investments on test scores are comparable to many conventional educational interventions but are likely to be more cost effective and less subject to "fade out". (Contains 3 tables, 6 figures and 17 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Terrorism; Citizenship; Youth; School Personnel; Religion; Religious Factors; Self Concept; Immigrants; Social Change; Working Class; Muslims; Islam; North Americans; Arabs; Family Role; School Role; High School Students; Student Attitudes; Interviews; Cultural Influences

Abstract:
This article describes a cultural production process called religification, in which religious affiliation, rather than race or ethnicity, has become the core category of identity for working-class Pakistani-American youth in the United States. In this dialectical process, triggered by political changes following the September 11 terrorist attacks, the Muslim identity is both thrust upon Pakistani-American youth by those who question their citizenship and embraced by the youth themselves. Specifically, the article examines the ways in which schools are sites where citizenship is both constructed and contested and the roles that peers, school personnel, families, and the youth themselves play in this construction/contestation of citizenship. (Contains 7 notes and 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Physical Education; Muslims; Females; Focus Groups; Dress Codes; Parent Attitudes; Student Attitudes; Questionnaires; Interviews; Foreign Countries; Content Analysis; Guidance; Withdrawal (Education); Inclusion; Case Studies; Parent Influence; Religion; Islam; Human Body; Educational Policy; Aquatic Sports; Educational Practices; Gender Differences; Student Participation; Cultural Differences

Abstract:
This study reports on data from a larger-scale research project in one city in the West Midlands, England. The study was commissioned by the local education authority because of the rising incidence of parental withdrawal of Muslim girls from physical education. The aim was to provide evidence-based guidance to schools on improving the inclusion of Muslim girls in physical education and school sport. In-depth interviews in eight case study schools provided a thick description of the lived realities for 19 head teachers and teachers, 109 young people and 32 of their parents. Four additional focus group interviews were held with 36 Muslim young people in community/supplementary schools. Questionnaires were sent to 402 city schools and 12 supplementary schools (50 of which were returned). Methods focused on capturing views on experiences and concerns regarding the inclusion of Muslim girls in physical education. Content analysis and inductive and deductive analyses of data procedures were used. Responses indicated a diversity of positive and negative experiences across the community, with the majority of young people enjoying their school-based physical education lessons. Parental influences were strong across the age phases. Body and religious consciousness increased during adolescence. Common concerns centred on the need to improve recognition of religious requirements in schooling processes, policies and practices to provide inclusive learning environments for some Muslim young people. Problems such as poor communication, inflexible dress codes--particularly concerning wearing of the hijab (headscarf)--gender organisation and use of public swimming pools were identified. Patterns of good practice also emerged from across schools. Flexibility of approach, shared decision-making and situation-specific policies were most successful for supporting the inclusion of Muslim girls in physical education and school sport. Findings informed policy-orientated guidance for city schools Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Muslims; Multicultural Education; Autism; Religion; Immigrants; Religious Factors; Foreign Countries; Interviews; Parent Attitudes; Ethnography; Child Rearing; Islamic Culture; Islam; Child Development; Asians; Multilingualism; Family Relationship; Young Children

Abstract:
Three multilingual immigrant South Asian Muslim families who have children with autism were interviewed to ascertain their beliefs about autism. Data were drawn from interviews and conversations recorded during 17 months of ethnographic fieldwork in homes and community. Results indicate that families understood the task of raising a child with autism in religious terms. In keeping with the precepts of Islam, their overarching goal was to raise their children as normally as possible, incorporating them into ordinary social, linguistic, and religious practices at home and in the community. Parents strongly contested experts' understandings of autism, which they believed undermined rather than promoted their children's development. Findings have implications for multicultural teacher education and enhancing home, community, and school collaboration. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Participatory Research; Equal Education; Educational Research; Foreign Countries; Public Schools; Immigrants; Minority Groups; English (Second Language); Student Diversity; Models; Student Needs; Enrichment Activities; Remedial Instruction; Literacy Education; Social Influences; Family Programs; Elementary Schools; Secondary Schools; Urban Schools; Interviews; Observation; Program Effectiveness; Barriers

Abstract:
This article traces diverging trajectories in a situated, participatory research project in 2 public schools in Ontario. While the project operated within a consistent set of objectives to promote educational equity for immigrant, linguistically diverse students and their families, it generated 2 substantially different models of educational provision at each of the 2 schools: one corresponding to the enrichment approach the project envisioned and the second to a remediation strategy grounded in an institutional discourse of deficit. The problematic we elucidate here is how such diverging outcomes could have been engendered. We begin by describing the conceptual bases for the activist research agenda; we then outline the interventionist, literacy enrichment framework of the project; next, we describe how the project took shape at the 2 research sites; and, finally, our reflective turn at the conclusion of this article represents our best effort to make sense of these contradictory experienced realities. (Contains 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Muslims; Islamic Culture; Adolescents; Foreign Countries; Immigrants; Islam; Acculturation; Questionnaires; Ethnicity; Political Issues; Age Differences; Nationalism; Cultural Differences; Negative Attitudes; Cultural Pluralism

Abstract:
This research, conducted in the Netherlands, examines whether native adolescents' tolerance of practices by Muslim immigrants (e.g., the founding of Islamic schools) is affected by the type of considerations (e.g., educational freedom vs. integration of Muslims in Dutch society). Using an experimental questionnaire design (N = 970), the findings show that adolescents (13-17 years) became less tolerant when considerations against these practices were presented, whereas tolerance was not affected by considerations in favor of the practices. In addition, the level of tolerance of adolescents who strongly identified as Dutch was not affected by the different considerations, but lower identifiers were less tolerant when considerations against the practices were given. The effects of the different considerations did not differ for age and for educational level. The implications of this research for improving adolescent's tolerance of practices by Muslim actors are discussed. (Contains 1 table and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Ethnography; Foreign Countries; Developmental Disabilities; Beliefs; Special Schools; Cultural Background; Disabilities; Role; Curriculum; Classification; Models; Rural Areas; Sociocultural Patterns; Religion; Christianity; Islam; African Culture; Teacher Role; Interviews; African Languages; Parent Attitudes; Attitudes toward Disabilities

Abstract:
This article examines cultural beliefs and values about disability in one Tanzanian community and the influence of those beliefs on a school for children with disabilities. The larger ethnographic study examined the role of beliefs in the community and the development of the school curriculum. This study used the models of disability as a framework for classifying and understanding the different belief systems present. The study was conducted in a rural community in Tanzania at a school for children with developmental disabilities. In this community, multiple models of disability were present, but the socio-cultural and pluralistic models were most prevalent. Beliefs centred about the causes of disability, God's plan or role in the community, and a mixture of Christian, Muslim, and traditional beliefs. Participants saw the school staff as integral to influencing beliefs about disability in the community through their presence and outreach efforts. (Contains 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Practices; Foreign Countries; Educational Experience; Educational Background; Elementary Schools; Elementary School Students; Immigrants; Minority Groups; Student Diversity; Interviews; Teacher Attitudes; Parent Attitudes; Focus Groups; Educational Methods; Values; Cross Cultural Studies; Cultural Differences; Acculturation; Phenomenology

Abstract:
During the last few years, East-Europeans, predominantly Romanians, have become the second largest cultural minority in Catalonia (Spain). Spanish educational institutions now have students from more than twenty different cultures. This paper focuses on the educational background and the factors which characterize the educational experience of Romanian students prior to attending schools in Spain, and how this affects their experiences into Catalonian primary schools. Twenty seven interviews were undertaken, of Catalonian and Romanian teachers, of experts and parents from the host primary schools where the proportion of Romanian students was highest. Two focus-group sessions were carried out with school teachers from Romania. The analysis shows that there is some consistency between educational practices and values in Romania and the practices and values of the host schools. The ability of children to assimilate into the host school is directly influenced by their previous experience in the schools in their country of origin. (Contains 6 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Jews; Conflict; Cultural Awareness; Christianity; Ecology; Peace; Learning Processes; Foreign Countries; Religious Factors; Conflict Resolution; Religion; Muslims; Islam; Religious Cultural Groups; Buddhism; Indigenous Populations; Teaching Methods; Skill Development; Spiritual Development; Multicultural Education; Social Change; World Problems; Islamic Culture; Counseling; Violence; Intervention; Counselors; Teacher Education; Consciousness Raising; Inquiry; Faculty Development

Abstract:
"Spirituality, Religion, and Peace Education" attempts to deeply explore the universal and particular dimensions of education for inner and communal peace. This co-edited book contains fifteen chapters on world spiritual traditions, religions, and their connections and relevance to peacebuilding and peacemaking. This book examines the teachings and practices of Confucius, of Judaism, Islamic Sufism, Christianity, Quakerism, Hinduism, Tibetan Buddhism, and of Indigenous spirituality. Secondly, it explores teaching and learning processes rooted in self discovery, skill development, and contemplative practices for peace. Topics in various chapters include: the Buddhist practice of tonglen; an indigenous Hawaiian practice of Ho'oponopono for forgiveness and conflict resolution; pilgrimage and labyrinth walking for right action; Twelve Step Programs for peace; teaching from a religious/spiritual perspective; narrative inquiry, Daoism, and peace curriculum; Gandhi, deep ecology, and multicultural peace education in teacher education; peacemaking and spirituality in undergraduate courses; and wisdom-based learning in teacher education. Peace education practices stemming from wisdom traditions can promote stillness as well as enliven, awaken, and urge reconciliation, connection, wisdom cultivation, and transformation and change in both teachers and students in diverse educational contexts. In various chapters of this book, a critique of competition, consumerism, and materialism undergird the analysis. More than just a critique, some chapters provide both conceptual and practical clarity for deeper engagement in peaceful action and change in society. Cultural awareness and understanding are fostered through a focus on the positive aspects of wisdom traditions rather than the negative aspects and historical complexities of violence and conflict as result of religious hegemony. Following "Introduction: Toward an Integrated Spirituality for Peace" by Edward J. Brantmeier, this book contains the following: Part I: Great Wisdom Traditions and Peace Education: (1) Confucius' Teaching of Virtues: Implications for World Peace and Peace Education (Jing Lin and Yingji Wang); (2) Islamic Sufism and Education for Peace (Michelle Ayazi); (3) A Jewish Perspective on Peace Education (Reuben Jacobson and Moishe Steigmann); (4) How Christianity Addresses Peace and What This Means for Education (Rebecca L. Oxford); (5) Peace Education and the Religious Society of Friends (Quakers) (Mary Lee Morrison and Ian Harris); (6) Hinduism and Peace Education (Priyankar Upadhyaya); (7) A Tibetan Peace Perspective (Jia Luo); (8) Indigenous Spirituality as a Source for Peaceful Relations (Four Arrows aka Don Trent Jacobs); and Part II: Peace Education, Teaching and Learning, and Spirituality: (9) Contemplative Practices in Counseling and Education: A Course in Nonviolent Intervention for Counselors and Teachers (Nathalie Kees); (10) Finding Peace via Reconciliation and Awakening: 12-Step Programs and Education for Religion, Spirituality, and Peace (D. Brent Edwards Jr.); (11) The Place of Spirituality in the Life and Work of Ismaili Teachers of Central Asia (Sarfaroz Niyozov and Zahra Punja); (12) Daoism, Narrative Inquiry, and a Curriculum of Peace (Xin Li); (13) Peacemaking and Spirituality: Bridging Faith, Values, Understanding and Life Skills (William M. Timpson); (14) "Self" Re-Education for Teachers: Gandhi, Deep Ecology, & Multicultural Peace Education (Edward J. Brantmeier); (15) Educating for Wisdom (John P. Miller). About the Authors and Index are also included. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Counseling; Teaching Methods; Muslims; Islam; Religious Education; Religion; Educational Attitudes; Educational Objectives

Abstract:
As a major world religion representing approximately 20% of the human family, Islam holds particular and significant educational perspectives. The purpose of this article is to identify and interpret the viewpoints of Islam on education (with emphasis on Shia' faith). To accomplish this aim, "educational goals" from the viewpoint of Islam have been represented and the educational methods (teaching methods) and content have been described. The Qur'an, Islamic traditions, and Muslim scholars' views have been referenced for the purpose of defining these educational views. The results of the research show that many important educational implications can be understood from these sources, and applied in contemporary Muslim education. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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