Islam and Sex Education in The Netherlands: Reflection on an Example of Teaching Material for Islamic Primary Schools

K. H. ter Avest*

*Corresponding author for this work

Research output: Contribution to JournalArticleAcademicpeer-review

Abstract

This contribution is situated in the discussion on sex education in the Netherlands, in relation to “Islamic Pedagogy,” in particular “Islam and Pedagogy,” on the one side, and (religious) identity development on the other side. Islamic Pedagogy seems to be the theoretical framework of an example of developed teaching materials for sex education designed for Islamic primary schools in the Netherlands. Sex education is a compulsory yet sensitive subject in Dutch primary schools, usually included in the subject of Citizenship Education; in Islamic primary schools, it is included in the subject of Islamic Religious Education. After a short introduction to the Dutch education system, including the compulsory nature of sex education as a subject, this contribution offers a description of an example of developed teaching material, followed by a reflection from the point of view of pupils’ (religious) identity development as future citizens of Dutch pluralist society. For future teachers who are responsible for sex education, reflection is recommended—on their cognitive and affective relational positioning regarding Islam and concerning sex education. It is expected that deep reflection will stimulate the development of normative professionalism of sex educators in Dutch Islamic primary education.

Original languageEnglish
Pages (from-to)479-492
Number of pages14
JournalReligious Education
Volume116
Issue number5
Early online date30 Nov 2021
DOIs
Publication statusPublished - 2021

Bibliographical note

Publisher Copyright:
© 2021 The Religious Education Association.

Keywords

  • critical Islamic religious education
  • dialogical self
  • identity development
  • interdisciplinarity
  • normative professionalization
  • Sex education

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