Muslims at the Margins of Europe
... Islamic communities also intersect with the dynamics of the heritagization of memory. For some social scientists, Muslims in today's Iberian Peninsula introduce a new typology in the itineraries of recomposition of Muslim daily life in Europe (Martikainen et al. 2019;Vakil 2003;Tiesler 2000). In addition to circuits for economic, diplomatic, and educational reasons, in addition to a traditional presence in European regions such as the Balkans, the Iberian Peninsula accounts for an inscription that can represent itself as an "interruption". ...
The article reviews the concept of “cultural religion”, pursuing its different modulations. The limits of the idea oscillate between its interpretation as a form of obsolescence of religion in secularized societies and the possibility that it is a specific modality of religious identification. However, this theoretical construct does not sufficiently incorporate a focus on the processes of cultural transmission in complex societies. From the notion of “cultural mediation (medium)”, an observation framework of contemporary Portuguese society is attempted in order to identify the structuring dimensions that facilitate the mobilization of religious memory in different logics of action.
Muslims are Finland’s largest and fastest-growing religious minority. In Finnish state schools, the number of pupils studying Islamic religious education (IRE) has almost doubled in a decade, and IRE has its own national curriculum, which is based on the general principles of Islam. Pupils are diverse in terms of their languages, cultures, ethnicities and in their religious and worldview backgrounds, religious diversity being reflected in the religious education curriculum content in which the diversity of Islam is addressed. In this study, we examine the diversity of Islam in IRE. The research results are based on interviews with IRE teachers (N = 17) working in comprehensive schools in the capital region of Finland, and we use data-driven content analysis to explore teachers’ perceptions. This study shows that IRE teachers use balancing pedagogical tools in order to deal with the diversity of Islam. According to the findings of our study, dealing with this diversity in religious education requires a dialogicity that both highlights and blurs differences related to diversity. Religion-related dialogue in IRE provides an arena for a balanced discussion about religious differences as well as what they have in common.
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