The role of mosque education in the integration of Turkish–Dutch youth: perspectives of Muslim parents, imams, mosque teachers and key stakeholders

Abstract

ABSTRACT This study addresses the perceived role of mosque education in the integration of Turkish–Dutch Muslim children in the Netherlands. It is based on interviews with imams, mosque teachers, parents of mosque students, chairs of migrant organizations, policymakers and experts (N = 75). Most respondents (N = 49) view mosque education as potentially aiding the integration of the children, often depending on whether mosques adopt this as a policy and train imams and mosque teachers accordingly. Mosque education is perceived by many as contributing to integration by teaching the children values of respect and tolerance, offering positive identity affirmation to children’s stigmatized Islamic identity and countering youth radicalization by providing messages of moderation. While sixteen participants see mosque education as irrelevant for integration, ten participants voice concerns about the potential of mosque education to cause value confusion, alienate students from the Dutch society and indoctrinate them with Turkish state propaganda. Implications are discussed.