Based on the reviewed textbooks approved by the Ministry of Education, Science and Sport for use in the teaching process, I discuss in my master’s thesis examples of representation of Islam and Muslims in Slovenian elementary school textbooks. I was interested in how Islam and Muslims are portrayed, or whether their representation in presenting subject matter of Turkish invasions and terrorism in Slovenian context is reflected through global perception of Islam as violent and backward. Among other things, I also observed through examples of representation how Slovenian Muslims and Muslim women are portrayed, and (ir)relevant teaching of the contribution of Islamic culture and civilization to European science. Mentioned topics are also four segments through which Islam and Muslims are being mentioned in textbook literature.The empirical analysis reveals that individual examples generally do not give problematic representation and that in specific examples it is truly difficult to identify certain flaws. However, when we analyze the whole context, we find that that a number of minor misinformation and frequent borderline examples together form biased representation that, despite authors’ efforts for proper discussion, reproduce the old fear of Muslims and Islam.
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