‘Positional Controversy’ in Islamic Religious Education

Islamic religious education in Austrian and German public schools is uniquely characterised by controversy and plurality, both in its content and among its participants, including teachers and learners. These stem from the differing cultural and religious traditions, teachings, and perspectives (controversies) that participants bring into the classroom. This controversy and plurality present both challenges and opportunities for Islamic religious education, particularly in fostering the ability to engage with controversy and pluralism.This paper introduces ‘positional controversy’ as a pedagogical principle and approach which incorporates differing Islamic traditions, teachings, and positions into Islamic religious education as a resource for deeper understanding and engagement. The paper provides a conceptual framework for understanding controversy, discusses its historical and theological underpinnings in Islamic discourses, and examines its implications for the contemporary Islamic religious education in Austria and Germany. By embracing controversy as a pedagogical and educational principle and approach, Islamic religious education can help students develop their own informed judgments, perspectives, and positions, enabling them to navigate controversy and plurality within and beyond their own religious traditions.