This article discusses how practitioners of Islamic Religious Education (IRE) in Dutch primary schools look at the relationship between IRE and citizenship education (CE). To what extent do they believe it is possible and desirable for IRE to contribute to CE? What would an integration of IRE and CE look like, and where do they see potential tensions between IRE and CE? In two extensive focus group discussions, with identity coordinators and experienced IRE teachers, the relationships between IRE and four citizenship dimensions, namely, identity, legal status, participation, and rights, were discussed. Qualitative content analysis of these discussions reveals that the integration of IRE with CE is desirable and possible, but in varying degrees based on the level of different citizenship dimensions. The extent of integration of IRE and CE also depends on the interpretations of Islamic key concepts. IRE and CE were also found to face similar challenges in seeking to achieve integration: both struggle with exclusive interpretations of Islam and citizenship.

This article proposes a power-sensitive approach to religious diversity in Dutch education, where two approaches seem to prevail: exclusive and inclusive neutrality. Both approaches implicitly uphold Christian dominance and privilege, even in a post-Christian context. This is illustrated by schools enforcing a prayer ban on pupils and staff while allowing forms of prayer that resemble (liberal Protestant) Christian prayers. A brief historical analysis shows how this (post-)Christian norm developed and persists today in the Netherlands. This article explores an alternative critical, power-sensitive approach that strives for genuine equality and interreligious solidarity, while addressing structural inequalities. By exploring the intersections between critical pedagogy, religious/worldviews education, and citizenship education, the article proposes a more inclusive framework than inclusive neutrality: a transformative or critical inclusivity that is power-sensitive and justice-oriented.

This article examines parents’ expectations of Islamic Religious Education ( IRE ) in relation to Citizenship Education ( CE ) in Dutch primary Islamic schools. Using qualitative methods, five focus group discussions with Muslim parents were conducted. The findings show that parents view IRE primarily as a space for religious and moral formation that can contribute positively to CE under specific conditions, particularly when citizenship is framed through Islamic concepts, when religious identity formation is supported, and when respect for diversity does not entail relativising Islamic truth claims. While most parents value participation and respect for others, some parents at the same time express ambivalence toward certain liberal-democratic norms, such as gender equality or political participation, reflecting ongoing tensions between these values and their religious commitments. The study contributes to debates on the compatibility of Islam and citizenship by showing that religious particularity and civic inclusivity can coexist, and offers insights on religious education in plural, secular societies.