De la généricité des proverbes : une étude de l'argent ne fait pas le bonheur et il n'y a pas de roses sans épines

Abstract

Over the past twenty years, private Muslim schools have become increasingly popular. Nevertheless, these schools are the subject of much controversy, often erasing the internal diversity of the category. In this article, we propose to analyze the ways in which certain elementary-level Muslim schools mobilize Montessori pedagogy, in particular in their Islamic religious instruction classes. Our research is based on interviews and observations of eleven schools in France. The use of this pedagogy reflects both a desire to be different: these schools seek to assert their specificity in relation to other Muslim schools and Koranic schools. The use of Montessorian methods can also be analyzed as a quest for respectability, to escape the disqualifying representations to which Muslim schools are subjected.

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