ABSTRACT
This chapter is situated in the discussion on ‘Islamic pedagogy’ and ‘Islam and pedagogy.’ Both positions function as a background for teaching materials for sex education designed for Islamic primary schools in the Netherlands. Sex education is a compulsory, yet sensitive subject in Dutch primary schools. This chapter focusses on adapted teaching materials for sex education in Islamic religious education. For (future) teachers active in this area of education, personal reflection on their cognitive and affective relation with Islam and sex education is recommended. It is expected that the reflection of professionals on their own positionality will stimulate the development of normative professionalism among teachers in Dutch Islamic primary education.
