An american example of islamic chaplaincy education for the european context
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An american example of islamic chaplaincy education for the european context. / Vinding, Niels Valdemar.
In: Religions, Vol. 12, No. 11, 969, 11.2021.Research output: Contribution to journal › Journal article › Research › peer-review
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TY - JOUR
T1 - An american example of islamic chaplaincy education for the european context
AU - Vinding, Niels Valdemar
N1 - Publisher Copyright: © 2021 by the author. Licensee MDPI, Basel, Switzerland.
PY - 2021/11
Y1 - 2021/11
N2 - Against the background of increasing political and academic interest in imam and chaplaincy training and education in Europe, this article argues that the value and purpose of such education remains situated in an alignment between educational provider, student-participants, and employer–stakeholder expectations. These expectations are primarily about Muslim students’ learning and development, requirements and standards of employers, and contributions to community and society, and only secondly, the educations aim at meeting political expectations. The article explores aspects of Hartford Seminary’s success with its programme and alignment of education content and environment with student expectations and the labour market demand. This is supported theoretically by the input–environment–outcome assessment model. The structural and contextually embedded criteria for excellence are discussed and problematised, pointing both to the marginalisation of other drivers of education development that are not market aligned and to strategies of embedding religious authority with chaplains in institutions rather than with imams in mosques. In conclusion, the article highlights the self-sustaining logics that drive educational development but also points to corroborating social, economic, and welfare reasons for quality imam and chaplaincy education.
AB - Against the background of increasing political and academic interest in imam and chaplaincy training and education in Europe, this article argues that the value and purpose of such education remains situated in an alignment between educational provider, student-participants, and employer–stakeholder expectations. These expectations are primarily about Muslim students’ learning and development, requirements and standards of employers, and contributions to community and society, and only secondly, the educations aim at meeting political expectations. The article explores aspects of Hartford Seminary’s success with its programme and alignment of education content and environment with student expectations and the labour market demand. This is supported theoretically by the input–environment–outcome assessment model. The structural and contextually embedded criteria for excellence are discussed and problematised, pointing both to the marginalisation of other drivers of education development that are not market aligned and to strategies of embedding religious authority with chaplains in institutions rather than with imams in mosques. In conclusion, the article highlights the self-sustaining logics that drive educational development but also points to corroborating social, economic, and welfare reasons for quality imam and chaplaincy education.
KW - Imams
KW - Islam in America
KW - Islam in Europe
KW - Islamic chaplaincy
KW - Muslim leadership
UR - http://www.scopus.com/inward/record.url?scp=85118724671&partnerID=8YFLogxK
U2 - 10.3390/rel12110969
DO - 10.3390/rel12110969
M3 - Journal article
AN - SCOPUS:85118724671
VL - 12
JO - Religions
JF - Religions
SN - 2077-1444
IS - 11
M1 - 969
ER -
ID: 392384964