Evolution of Religious Education in Algeria: Impact on Faith and Civic Values
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Religious education, Islamic education, moral education, civic education, Algeria, public school, national school, colonial school, transmission of faith, religious transmission, Islamic memory, faith development, religious practice, Quranic schools, zawiya, zaouïa, moral and civic education textbooks, elementary education, middle education, secondary education, religious anthropology, transmission chain, chain of memory, institutional validation regime, communal validation regime, religious values, civic values, Islamic faith, Muslim faith, religious education classes, primary school, secondary school, post-independence education, successive reforms of Education, nation-state, standardization of Islamic memory, Danièle Hervieu-Léger
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Abstract
Discover the evolution of religious education in Algeria from colonial times to the present day. Explore how Islamic education has been integrated into the public school system, influencing faith and civic values among generations. Learn about the shift from communal to institutional validation of belief and the role of family, school, and community in shaping religious identity. Understand the impact of educational reforms on the transmission of Islamic values and practices. Dive into the experiences of individuals who have navigated different educational systems, from simple moral and civic education to in-depth Islamic studies, and uncover the complexities of religious transmission in Algeria.
Extract
[...] Hervieu-Léger, D. (2016). The transmission of religious identities. In C. Halpern, Identity: The individual, the group, society (pp. 154-169). Editions Sciences Humaines. https://doi.org/10.3917/sh.halpe.2016.01.0154. Luckmann, T. (2014). [...]
[...] Social receptions and effects on religious transmission Thus, the contents of the civic and moral education textbooks become true tools for reinforcing belonging to Algerian identity, Arabity, and Muslim faith. However, the exchanges we had with people born in the early 1970s or after the 1976 reform show that, although moral and civic education is integrated into the programmatic contents, it does not occupy a central place as that taught in religious spaces, such as mosques, or in private settings. [...]
[...] First Part - History of Religious Education between Colonial Domination and Post-Independence Reconstruction Chapter 1. The colonial school and the exclusion of Islam (1830-1962) 1.1. The institutional erasure of Islamic education According to historian Marcel Emerit, in pre-colonial Algeria, religious education was structured in 3 levels - primary, secondary, and higher - reserved exclusively for boys, girls not having access to instruction. This tripartite reading, although inspired by the modern school model, is used here in the framework of the analysis proposed by M. [...]
[...] This time, more explicit links are made to Quranic and prophetic references. The in-depth of the first moral principles addressed in the first year seems to be a shift towards a more normative teaching, with an explicitly made link between civic morality and support on Quranic references. In a third manual dating from 1977 of 'oral and national education lessons' for students in 3rd year of middle school (students aged 13 to we find a more complex content, with the introduction of precise religious practices to be respected such as prayer or fasting. [...]
[...] Gender differences in the practice and meaning of religion. Work, gender and societies, 33-54. https://doi.org/10.3917/tgs.027.0033. [...]
