Conférence de Jaume FLAQUER lors du Second Congrès International de PLURIEL à ROME
The actual implementation of the right to Islamic religious education, despite being formally recognised by the Cooperation Agreements of 1992, has followed a complex process of discussion and development not completely fulfilled today.
The present proposal discloses the first results of a cross-based analysis that intertwines three main conceptual and methodological approaches. Firstly, a juridical analysis deals with the content and scope of this right as established by the Spanish legal framework, dealing with the institutional and conceptual obstacles that have hindered its subsequent application. Secondly, the publication of Descubrir el Islam, a set of handbooks meant to embody the official educational curriculum in primary schools, allows to combine the views of pedagogy and islamology to examine its principles and contents. It also opens up the case for its actual use on an everyday basis, sometimes substituted or paralleled by “complementary” materials in Spanish or Arabic. Thirdly, the discursive analysis of social imaginaries offers a standpoint to examine how the implementation of Islamic religious education in public schools constitutes an act of visibilization that interacts on the construction of representations of Muslim communities and on its perception by Spanish society in a broader sense.
This contribution ultimately addresses the issue of belonging in plural societies by calling into question the role of religious education nowadays, putting it into the complex and evolving context of politics, jurisprudence, institutional negotiations and social images. Thus, it intends to provide some useful insight on how the production, transmission and reproduction of doctrinal and cultural knowledge on Islam constitutes a crucial aspect in the development of a framework of convivence.