Pedagogies of Turkish mosque education in the Netherlands: An ethno-case study of mosque classes at Milli Görüş and Diyanet

Abstract

This is a study of mosque pedagogies and their relevance for the formation of the moral and political identity of Turkish-Dutch youth. Based on fieldwork in two mosques affiliated with Milli Görüş and Diyanet in the Netherlands, the study identifies three different pedagogies practiced in the mosque classrooms: pedagogy of national identity building, unorthodox pedagogies of bonding, and pedagogies of moral formation. The findings show that teaching activities in both mosques contain messages pertaining to citizenship norms and values in areas such as interaction between different genders, ideas of crime, justice and punishment, relationship to authority and boundaries of individual autonomy. Apart from auxiliary use of Dutch and copying Dutch schools’ motivation and discipline strategies, we did not find specific Dutch aspects of the education that was provided. The intention to create a pious and nationalist diaspora youth was a common denominator for the pedagogies of both mosques.