Naïma Lafrarchi
Biographic Data
| ID | 1009748 |
|---|---|
| NAME | Naïma Lafrarchi |
| GIVEN NAMES | Naïma |
| FAMILY NAME | Lafrarchi |
| SIGNATURE | LAFRARCHI N |
| AFFILIATIONS | Ghent University |
| ORCID | 0000-0003-0320-3754 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 3 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
Teachers’ responses to ethnic discrimination
While most research has focussed on the experiences and consequences of ethnic discrimination for students, little is known about how teachers respond to ethnic discrimination. Teachers’ responses are important as they may affect the outcomes of ethnic discrimination for students. Additionally, many studies have shown that teachers find it difficult to respond or talk about these issues but we know very little about how they act or address these …
The Hikmah Model as a Means for Interconvictional Dialogue and Citizenship Education in Francophone (Belgian) Secondary Education
Much attention has been given to interreligious dialogue in recent decades. However, less attention has been devoted to models that support citizenship through Islamic religious education in secondary education. Based on Lipman’s Philosophy for Children, Hashim developed the Hikmah model. This model contributes to cognitive, social, and affective skills of Muslim pupils. A theoretical framework regarding interreligious education and the Hikmah mo…
Intra- and Interreligious Dialogue in Flemish (Belgian) Secondary Education as a Tool to Prevent Radicalisation
The attacks in Paris (2015) and Brussels (2016) led to the development of an Action Plan against radicalisation wherein Islamic religious teachers are expected to contribute actively to de-radicalisation processes and counter-discourse. To this end, Flemish teacher training university colleges have rapidly established new 'Islamic religious education' (IRE) teacher training programs. Additionally, the Minister of Education made interconvictional …
Assessing Islamic Religious Education Curriculum in Flemish Public Secondary Schools
Islamic tradition promotes a holistic approach of personality development in which, we argue, three educational concepts take the centre stage: tarbiyah, ta'leem and ta'deeb. Looking through the lens of these concepts, we analyse two Islamic religious education (IRE) curricula: the 2001 and 2012 curricula for Flemish public secondary education provided by the Representative Body for IRE. We conduct a systematic thematic document analysis of the 2…
Assessing Islamic Religious Education Curriculum in Flemish Public Secondary Schools
Islamic tradition promotes a holistic approach of personality development in which, we argue, three educational concepts take the centre stage: tarbiyah, ta'leem and ta'deeb. Looking through the lens of these concepts, we analyse two Islamic religious education (IRE) curricula: the 2001 and 2012 curricula for Flemish public secondary education provided by the Representative Body for IRE. We conduct a systematic thematic document analysis of the 2…
Intra- and Interreligious Dialogue in Flemish (Belgian) Secondary Education as a Tool to Prevent Radicalisation
The attacks in Paris (2015) and Brussels (2016) led to the development of an Action Plan against radicalisation wherein Islamic religious teachers are expected to contribute actively to de-radicalisation processes and counter-discourse. To this end, Flemish teacher training university colleges have rapidly established new 'Islamic religious education' (IRE) teacher training programs. Additionally, the Minister of Education made interconvictional …
Assessing Islamic Religious Education Curriculum in Flemish Public Secondary Schools
Islamic tradition promotes a holistic approach of personality development in which, we argue, three educational concepts take the centre stage: tarbiyah, ta'leem and ta'deeb. Looking through the lens of these concepts, we analyse two Islamic religious education (IRE) curricula: the 2001 and 2012 curricula for Flemish public secondary education provided by the Representative Body for IRE. We conduct a systematic thematic document analysis of the 2…
Intra- and Interreligious Dialogue in Flemish (Belgian) Secondary Education as a Tool to Prevent Radicalisation
The attacks in Paris (2015) and Brussels (2016) led to the development of an Action Plan against radicalisation wherein Islamic religious teachers are expected to contribute actively to de-radicalisation processes and counter-discourse. To this end, Flemish teacher training university colleges have rapidly established new 'Islamic religious education' (IRE) teacher training programs. Additionally, the Minister of Education made interconvictional …
The Hikmah Model as a Means for Interconvictional Dialogue and Citizenship Education in Francophone (Belgian) Secondary Education
Much attention has been given to interreligious dialogue in recent decades. However, less attention has been devoted to models that support citizenship through Islamic religious education in secondary education. Based on Lipman’s Philosophy for Children, Hashim developed the Hikmah model. This model contributes to cognitive, social, and affective skills of Muslim pupils. A theoretical framework regarding interreligious education and the Hikmah mo…
Teachers’ responses to ethnic discrimination
While most research has focussed on the experiences and consequences of ethnic discrimination for students, little is known about how teachers respond to ethnic discrimination. Teachers’ responses are important as they may affect the outcomes of ethnic discrimination for students. Additionally, many studies have shown that teachers find it difficult to respond or talk about these issues but we know very little about how they act or address these …
Pedagogy (4 works) · Psychology (4 works) · Sociology (4 works) · Flemish (3 works) · Political science (3 works) · Religious Education and Schools (3 works) · Curriculum (2 works) · Education and experiences of immigrants and refugees (2 works) · Education and Islamic Studies (2 works) · Islam (2 works)