The Qurʾān Teaching Activities of Jaʿfarī Communities in Türkiye: An Analysis from the Perspective of Instructors

The objective of this paper is to ascertain the manner in which the Qurʾān teaching activities are conducted in Jaʿfarī communities that are part of the multicultural structure of Türkiye. The methodological approach of this study is a case study design. This study’s sample consists of nine instructors who voluntarily work in Qurʾān teaching centres for Jaʿfarī communities. Criterion sampling and maximum diversity were employed in the selection of the participants. The data were collected using a semi-structured interview form. The collected data were subjected to a descriptive analysis. This study’s findings are as follows: firstly, the importance of early childhood education in the transmission of the Qurʾān among the Jaʿfarīs is evident. Secondly, the basis of this teaching is the Alif-Baa Juz education. Thirdly, mosques, association centres and neighbourhood houses play an important role in this teaching activity. Finally, according to Qurʾān instructors, traditionally the mosques were the primary centres for Qurʾān education; however, this has been lost especially after the pandemic. In addition to having the knowledge and competency of the recitation of the Qurʾān, the instructors who are supposed to work in these places are required to behave in accordance with Islamic morality. Over the recent times, families have started to prioritise their children’s academic success over religious education. Lastly, Jaʿfarīs do not have any safety concerns pertaining to the state while carrying out religious education activities. The findings, in general, reveal that Jaʿfarīs have similarities with the traditional teaching of Qurʾān in terms of method, content, materials and to some extent instructor competence, etc. The results of this paper are significant in terms of providing a concrete indicator of the pluralistic understanding that Türkiye advocates in religious education policies and in understanding the religious education practices of Jaʿfarī communities.