Håndtering af muslimske praksisser i danske folkeskoler: Autoritet, inklusion og religion

Sidsel Vive Jensen


The Danish public debate on Islam is often concerned with the ways in which Islam is governed in Danish institutions. This article describes – on the basis of survey and interview data from schools across the country – why and how Muslim practices are governed in Danish public schools. The article demonstrates that governance of Muslim practices is not an either-or question of authority. Rather, two types of governance are identified on basis of the collected data: inclusive and exclusive governance. Inclusive governance is generally developed in schools with a high concentration of Muslim pupils. Exclusive governance is slightly more developed in schools where ’specialists’ (e.g. consultants or counsellors) have been involved in the process of developing schools’ governance than in schools where no specialists have been involved. Surprisingly, head teachers’ perceptions of Islam and religion have no direct influence on the kind of governance developed.


folkeskolen; muslimer; inklusion; autoritet; religion

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DOI: http://dx.doi.org/10.7146/tifo.v8i2.25334

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