伊斯兰恐惧症和在津巴布韦高等教育机构中成为穆斯林的挑战

V. Mabvurira, Yasin Adam
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摘要

随着据称与穆斯林宗教有关的各种团体的极端主义和恐怖活动的兴起,非穆斯林社区的人们对伊斯兰教和穆斯林持消极看法。这项研究调查了津巴布韦两所公立大学的穆斯林学生所面临的挑战。这项研究的依据是社会支配理论。18名穆斯林学生参与了这项研究,他们是通过有目的的抽样从学生的宗教团体中确定的。调查结果显示,公立大学的伊斯兰恐惧症导致穆斯林学生面临各种挑战,包括污名化和标签化,制度和宗教歧视,被剥夺宗教权利,如进行祈祷,他们的社会不被承认为机构的官方宗教社会,而其他信仰和宗教则被授予这种机会。与会者还指出,他们在课堂上遇到了仇恨犯罪和言语虐待。因此,来自小宗教的学生在津巴布韦的公共空间面临严峻挑战,因为大多数人口声称信奉基督教。该研究提出了以下几点建议:大学应调查基于宗教信仰的歧视,开展宣传运动,使少数宗教团体受益,并使大学工作人员在其行为中具有宗教意识。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
ISLAMOPHOBIA AND THE CHALLENGE OF BEING MUSLIM IN INSTITUTIONS OF HIGHER LEARNING IN ZIMBABWE
With the rise of extremist and terror activities by the various groups which are alleged to be associated with Muslim religion, people of non-Muslim communities hold a negative perception about Islam and Muslims. This study examined challenges faced by Muslim students in two public universities in Zimbabwe. The study was informed by the Social Dominance Theory. Eighteen Muslim students participated in the study, and they were identified through purposive sampling from students’ religious societies. The findings revealed that Islamophobia in public universities has resulted in Muslim students facing various challenges that include stigmatization and labelling, institutional and religious discrimination, being denied their religious rights such as performing their prayers and their societies not being recognised as official religious society at the institutions whilst other faiths and religions are awarded that opportunity. The participants also pointed out that they encounter hate crimes and verbal abuse in the lecture rooms. Students from minor religions therefore face grievous challenges in public space in Zimbabwe where the majority of the population claim to subscribe to Christian faith. The study proffers several recommendations among them; universities should investigate discrimination on grounds of religious affiliation, conducting awareness campaigns to benefit minority religious groups and sensitising university staff to be religiously conscious in their conduct.
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