Sex Education in Islamic Primary Schools in The Netherlands †
Abstract
:1. Reasons for This Research
“What are the views and attitudes of RE teachers regarding sexuality in the teaching practice of Islamic primary schools?”
2. Islamic Perspective on Sex Education
2.1. Conversation about Sexuality
Busrah bint Safwan reported that the Prophet said:“They ask you ˹O Prophet˺ about menstruation. Say, “Beware of its harm! So keep away, and do not have intercourse with your wives during their monthly cycles until they are purified.” (K.2-222)
“Whoever touches his penis, he should not pray until he performs wudu (cleansing ritual)”
This apparent paradox means that shame should not be a reason to avoid questions about sexuality, but sexuality can be discussed as a serious topic in an informative and not obscene way (Van Bommel 2003, p. 97).“Shame (haya) is part of faith”
2.2. Goal of Sex Education
2.3. Framework for Sexual Education
2.4. Imagery
3. Dutch Perspective on Sex Education
3.1. SIMON Schools’ Perspective on Sexual Education
3.2. History of Sex Education in The Netherlands
3.3. Legal Framework
- Education is an object of the government’s continuing concern.
- The provision of education is free, subject to the supervision of the government and, with regard to education designated by law, the examination of the competence and morality of those who teach, to regulate this by law.
- attainment target 34: “Pupils learn to take care of the physical and psychological health of themselves and others”;
- attainment target 37: “Pupils learn to behave respectfully towards generally accepted values and norms”;
- attainment target 38: “Pupils learn the fundamentals about spiritual beliefs that play an important role in the Dutch multicultural society, and they learn to deal respectfully with sexuality and societal diversity, including sexual diversity”;
- attainment target 41: “Pupils learn about the structure of plants, animals and humans and about the form and function of their parts”.
3.4. Inspectorate of Education
3.5. Public Opinion
4. Research Design, Data Construction and Analysis
5. Results of the Study
5.1. Views and Attitudes of RE Teachers
- “There is no shame in the faith”
- RE teacher, woman, Muslim
- and
- “I think we can ask and discuss anything”
- RE teacher, man, Muslim
5.2. Dutch Context
5.3. Sexual Diversity
“Eventually you say: ‘Look, there are also people with different opinions. We respect that, but this is what we believe in, and this is how it should be’”. RE teacher, man, Muslim
Although two of the respondents embrace ‘the other’, the majority does not seem to teach this liberal Islamic view:“The Islamic world is not ready for that yet” RE teacher, woman, Muslim
“But I think that [teaching liberal Islamic view on homosexuality] is a step further. We can give them the knowledge, this is what we know from the faith, this is what Allah says about it, this is the prophet story that goes with it, but we hold everyone in their value. Everybody …” religion teacher, woman, Muslim
5.4. Sensitive Subjects
“For now, I think we came a long way if we just talk openly about it [homosexuality]” RE teacher, woman, Muslim
“However annoying it [prohibition of homosexuality] is and how harsh it may sound to others. Because those are Allah’s words, as it is written in the Qur’an. And of course; keep a dialogue going. “We do not judge, Allah judges.” RE teacher, woman, Muslim
“If you really look at it that way, especially about sexual diversity. How do you describe that? And a little more inclusive. I really think so … I think we should indicate a bit: we have something traditional and what is mainstream and the most common. But if you are not mainstream, you do count as a person.” Sex education teacher, male, Muslim
5.5. Purpose of Sex Education
“in great detail” and with “boys and girls mixed” RE teacher, woman, Muslim
“Next year, they will see those pictures [explicit sexual images] and maybe even a video. So, I think it’s good that the worst, if at all for some kids, scare happens in their safe little group. Before they are in a class with total strangers and boys and girls mixed” RE teacher, woman, Muslim
5.6. Pedagogical Strategy in Sex Education
5.7. Imagery
- sexual diversity, a variety of sexual perspectives, respect for (the opinions) of others, and environmental influences;
- how to deal with feelings;
- warnings about unethical behavior, the dangers of sexuality and social media, and environmental influences;
- growth and development, reproduction, and dealing with appearance.
6. Conclusions, Discussion, Recommendations
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
1 | |
2 | For more information about the Islamic Faculty Amsterdam: https://www.i-ua.nl/ (accessed on 8 July 2022). |
3 | https://www.simonscholen.nl/Onze-scholen (accessed on 8 July 2022). |
4 | Although parents play an important role in the field of sex education, this group was not questioned in this study. |
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Teachers of Religion (6), School Principal (1), and a Counsellor of Religion (1) | ||
---|---|---|
General Educational Experience (Average) Sex ed Experience | 12 Years 5 Years | |
Gender | Male | 5 |
Female | 3 | |
Religion | Muslim | 8 |
Age | 35–50 years |
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Kaya-Postema, S. Sex Education in Islamic Primary Schools in The Netherlands. Religions 2022, 13, 1212. https://doi.org/10.3390/rel13121212
Kaya-Postema S. Sex Education in Islamic Primary Schools in The Netherlands. Religions. 2022; 13(12):1212. https://doi.org/10.3390/rel13121212
Chicago/Turabian StyleKaya-Postema, Sara. 2022. "Sex Education in Islamic Primary Schools in The Netherlands" Religions 13, no. 12: 1212. https://doi.org/10.3390/rel13121212
APA StyleKaya-Postema, S. (2022). Sex Education in Islamic Primary Schools in The Netherlands. Religions, 13(12), 1212. https://doi.org/10.3390/rel13121212