奥克兰assignment代写:主流教育

2017-06-25 17:13

主流教育倾向于认为世界虽然盎格鲁-撒克逊镜头和成就是欧化。几个世纪以来，穆斯林学者在许多学科领域作出的贡献是对自尊的促进，而那些要求穆斯林学校的人正在寻求改变人们看待世界的方式。它努力[的]在一个安全的环境，通过知识和伊斯兰古兰经和圣训应用提供最好的教育的伊斯兰信托学校国家的使命。”（伊斯兰）这需要一种反思的方式，任何学科都可以教，因为它必须通过谈判古兰经和圣训。问题是在于穆斯林孩子成为de Islamised（Khan Cheema，p.83）和主流学校未能提供一种精神的，不仅仅是世俗的，一个孩子的生活方面的照顾。对女童主流缺乏单一性别规定的关切也被表示为需要提供穆斯林学校的关切和理由。在主流学校的巴基斯坦人的学业成就是公认的，但他们的宗教学校的成绩远远高于平均水平（Bolton，2009）。学术成果与信仰学校之间的直接联系应该谨慎对待，因为学习成绩也受到家庭经济和社会阶层的欢迎，反对穆斯林信仰学校的案例是令人信服的。反对这一立场的人说，这些学校是原教旨主义和不宽容的宗教观点滋生的温床，不包括大多数人。他们宣传种族隔离和种族隔离和创造的贫民区，自愿排除其他种族和信仰，从而创造社会分工。伊斯兰教几乎普遍地被视为对世界秩序的威胁，这引发了有关公民身份和忠诚的问题。那些在这个营地可以得出一些启示从位置哈尼福德就需要融合而不是隔离超过2年前。
奥克兰assignment代写:主流教育
Mainstream education tends to view the world though an Anglo-Saxon lens and achievements are Europeanised. The study of the contributions made by Muslim scholars over the centuries in many subject areas is a boost to self-esteem and those calling for Muslim schools are looking for a change in the way the world is viewed. The mission statement of the Islamia Trust Schools states that it "strive[s] to provide the best education in a secure Islamic environment through the knowledge and application of the Qur'an and Sunnah." (Islamia) What this requires is a reconception of the way in which any subject can be taught, negotiating as it must through the Qur'an and the Sunnah. The argument being made is that Muslim children are becoming de-Islamised (Khan-Cheema, p.83) and that mainstream schools are failing to provide an ethos in which all, not just secular, aspects of a child's life are catered for. Concern for the lack of single sex provision in the mainstream for girls is also voiced as a concern and a reason for requiring the provision of Muslim schools. The academic underachievement of Pakistanis in mainstream schools is well recognised, but their achievement in faith schools is well above average (Bolton, 2009). The direct connection linking improved academic results and faith schools should be made cautiously as academic achievement is also liked to the economic and social class of the family.The case against Muslim faith schools is a compelling one. Those fighting this position say that these schools are a breeding ground for fundamentalist and intolerant religious views that are not inclusive of the majority. They propagate segregation and voluntary apartheid and create ghettos which exclude other races and faiths, thus creating social division. With Islam almost universally cast as a threat to world order this raises questions relating to citizenship and loyalty. Those in this camp may draw some of their inspiration from the position Honeyford took on the need to integrate rather than segregate more than 2 decades ago.

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