Country

Spain Spain

Title

Mayoral Arqué, D. and Molina Luque, F. and Samper Rasero, L. (2012), “Islamophobia or No Curriculum? The Way in which Islam, Muslim Culture and Muslim Immigrants are treated in School Textbooks in Catalonia”, Revista de educación, V. 357, pp. 257-279

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Year

2012

Type of publication

Study - qualitative research Survey - quantitative research

Geographical coverage

Regional Local

Area/location of interest

Not applicable - regional level

Type of Institution

Academic

Institution

Revista de educación

Main Thematic Focus

Public perceptions & attitudes

Target Population

Muslims

Key findings

The article conducts an analysis of the treatment of Islam, Muslim culture and the presence of Muslims in the Spanish society within the contents of school textbooks.
It does conclude on the need to revise them in order to correct omissions and distorted information. Most problematic references were found in History at the «Bachillerato» or Secondary School Certificate level, compared to other disciplines.

Methodology (Qualitative/Quantitative and exact type used, questionnaires etc)

A combination of complementary qualitative and quantitative techniques. The quantitative study included an analysis of 246 documents (mainly text books) encompassing all the subjects taught in non-university-level education in Catalan schools. In the qualitative study (based on discourse analysis), which involved the analysis of approximately one hundred social science textbooks corresponding to Compulsory Secondary Education and School-Leaving Certificate levels, ten extracts (six with verbal content and four involving iconic representations) were selected.

Sample details and representativeness

246 documents (mainly text books) analysed

The 84.1% of which are manuals and text books

10.2%, exercise books
4.2%, accompanying documents

1.1%, the teacher guides) that cover all subjects of non-university education of Catalonia. 10.6% of the excerpts come from the initial cycle of primary education.
• 32.6%, middle and upper primary cycle.
• The 24.6%, the first cycle of Compulsory Secondary Education (Educación Secundaria Obligatoria (ESO)).
• 6.4%, the second cycle of Compulsory Secondary Education (Educación Secundaria Obligatoria (ESO)).
• 25.8%, high school.

DISCLAIMERThe information presented here is collected under contract by the FRA's research network FRANET. The information and views contained do not necessarily reflect the views or the official position of the FRA.