The contested contribution of Islamic religious education to citizenship education: an analysis of Dutch primary school textbooks

Abstract

This study examines the extent to which the two most commonly used Dutch Islamic religious education (IRE) methods in primary schools–Al Amana (‘The Trust’) and Worden wie je bent (‘Becoming Who You Are’)–contribute to citizenship education (CE). A content analysis of the textbooks of these methods was conducted with the help of a conceptual framework addressing four citizenship dimensions: identity, legal status, participation, and rights. The study further assesses how structural and visual elements in the textbooks convey the citizenship dimensions and evaluates pedagogical and didactic aspects, such as values education, teaching methods, and learning objectives. The findings show that both methods support CE to varying degrees, but neither embraces the full potential of Islamic religious education for CE. Al Amana tends to emphasise a distinctly Muslim identity and focuses on value transfer, which may limit pupils’ participation in broader civil society and their engagement with universal rights. Worden wie je bent promotes religious and civic identities in a more balanced way, although the stimulation of pupils’ critical reflection on and active participation in Dutch democratic society could be enhanced. The study concludes with recommendations for future research and educational practice.