Introduction to Special Issue

This article provides information on the current Dutch educational system, paying special attention to the position of Islam in formal, non-formal and informal education. It briefly sketches the history of the so-called "pillarised educational system", a system in which the 19th century Dutch Christian education system evolved into a compartmentalised system with the pillars of Catholic, Protestant and humanistic education. At the end of the 20th century, a fourth pillar of Islamic education was founded by Dutch Muslim parents. Convinced that religious upbringing in the family and participation in mosque youth clubs constituted only the beginning of the process of becoming a good Muslim, Moroccan and Turkish parents supported the foundation of formal Islamic education in Dutch Islamic schools. This article describes developments in formal, non-formal and informal Islamic education in the light of children's rights to religious education and parents' rights to religious upbringing. Religious identity development, including religious literacy training, is presented as an important aspect of educating children to be(come) good Muslims-a process in which parents at home, imams and volunteers at the mosque, as well as teachers at school, play an important role

Formal education · Islam · Islamic Education · Islamic studies · Pedagogy · Political science · Religious education · Sociology · Theology · Turkish · Education and Character Development · Education and Islamic Studies · Gender Studies · Law · Philosophy · Religious Education and Schools

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