Teaching Islamic studies in the age of ISIS, Islamophobia and the Internet / edited by Courtney M. Dorroll.
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Obecna biblioteka | Sygnatura | Status | Termin zwrotu | Kod kreskowy |
---|---|---|---|---|
Biblioteka Instytutu Solidarności i Męstwa im. W. Pileckiego | BP42 .T434 2019 (Przeglądaj półkę (Otwórz poniżej)) | Dostępny | 00016972 |
Przeglądanie Biblioteka Instytutu Solidarności i Męstwa im. W. Pileckiego Półki Zakończ przeglądanie półki (Zakończ przeglądanie półki)
BP182.R64 .R64 2018 Narodziny globalnego dżihadu / | BP187.3 .K266 2020 Russian Hajj : empire and the pilgrimage to Mecca / | BP188.8.K39 F73 2019 Gulag Miracles : sufis and stalinist repression in Kazakhistan / | BP42 .T434 2019 Teaching Islamic studies in the age of ISIS, Islamophobia and the Internet / | BR115.C5 K83 2021 Katedra i uniwersytet : o kryzysie i nadziei chrześcijańskiej cywilizacji / | BR115.P7 H67165 2003 Demokracja a chrześcijaństwo : chrześcijańska odpowiedzialność za zasady demokracji / | BR139.Z54 A36 2020 Powroty minionego czasu zagnieżdżone w pamięci / |
Includes bibliographical references (pages 219-233) and index.
Part I. Approaches and theories -- Part II. Islamophobia and violence -- Part III. Applications.
How can teachers introduce Islam to students when daily media headlines can prejudice students' perception of the subject? Should Islam be taught differently in secular universities than in colleges with a clear faith-based mission? What are strategies for discussing Islam and violence without perpetuating stereotypes? The contributors of Teaching Islamic studies in the age of ISIS, Islamophobia, and the Internet address these challenges head-on and consider approaches to Islamic studies pedagogy, Islamaphobia and violence, and suggestions for how to structure courses. These approaches acknowledge the particular challenges faced when teaching a topic that students might initially fear or distrust. Speaking from their own experience, the contributors include examples of collaborative teaching models, reading and media suggestions, and ideas for group assignments that encourage deeper engagement and broader thinking. They also share personal struggles with confronted with students (including Muslim students) and parents who suspected the courses might have ulterior motives. In an age of stereotypes and misrepresentations of Islam, this book offers a range of means by which teachers can encourage students to thoughtfully engage with the topic of Islam.