Contemporary Critical Perspectives on Islamic Education

A special issue of Religions (ISSN 2077-1444). This special issue belongs to the section "Religions and Humanities/Philosophies".

Deadline for manuscript submissions: closed (10 June 2020) | Viewed by 37649

Special Issue Editors

University of Toronto, Toronto, ON M5S, Canada
Interests: comparative international education; teacher development; Islamic/Muslim education; educational reform; research and knowledge production in the Global South and post-Socialist countries
Centre for Islamic Thought and Education (CITE), School of Education, University of South Australia, Adelaide, SA 5001, Australia
Interests: teacher education; equity; inclusion; culturally responsive pedagogies; Islamic education/schooling/pedagogy; faith-based pedagogies
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Special Issue Information

Dear Colleagues,

Islamic education is as old as Islam itself. According to the founders and founding scholars of Islam, the key task of the Islamic prophet and his initial and subsequent supporters was not simply to learn and follow the new and “last” revelation but also to teach and spread the new religion to the whole humanity, i.e., to undertake a complex and challenging pedagogical task. Over 14 centuries, Islam and its concomitant educational tasks have encountered new contexts and overcome challenges, which have marked the history and identity of the faith, its carriers, and their education. Key intellectual challenges that Muslim scholars have faced include encounters with non-Islamic communities; the emergence of internal Muslim communities of interpretation (i.e., madhhabs); interfaces with thoughts of the Awa’il (i.e., ancient Greeks, Persians, Indians); encounters with western modernity, colonialism, secularism, and nationalism; and, more recently, engagements with post-modernity, post-structuralism, post-certainty, post-rationality, and post-truism. Equally important have been the challenges of the material and physical encounters with non-Muslim citizens and students in the Muslim minority contexts, where Muslims have experienced and addressed concerns about co-existence, adjustment, accommodation, assimilation, and integration.

Ostensibly, Muslim responses across these various internal and external contexts of challenges and opportunities have been marked by continuity, change, and diversity. Education, whether religious or secular, has been at the heart of defining their responses. A significant body of literature has been written on Islamic education across the centuries, including its present status. Yet, regarding the education of Muslims, more questions than answers exist. Questions such as how did Islamic education survive the European colonial and current secular education’s hegemony? How differently does Islamic education define knowledge, sources of knowledge and truth from that of the non-Islamic and secular perspectives? Why do Muslims continue to preserve Islamic education and what niche does it fill? What forms of contemporary Islamic education exist in the word? What are the similarities and differences between various types of Islamic education as they are offered in different Muslim communities of interpretation? How do Muslim educationalists address internal diversity, and how do they prepare their particular denominations for this diversity? How do Muslim educators address questions of nationalism, secularism, and globalization? Where do Muslim educators stand regarding questions of education privatization, neoliberalism? How does Islamic education deal with the multiplicity, plurality, and uncertainty of perspectives on knowledge and truth? How does Islamic education deal with controversial topics of curriculum such as evolution and (homo) sexuality? How do Islamic education and Muslim educator address lifestyle issues, such dress code, food, prayer, gender relationships, interfaith connections, Islamophobia, clash vs. dialogue of civilizations, and multiple identities among their children who live in globalizing and urbanizing societies? How do Muslim educators address the benefits and hazards of internet and social media? How do they understand and address questions of radicalization, deradicalization, extremism, and the use of religion for destructive purposes? More practically, what do Muslim educators understand by curriculum and pedagogy and how different and similar are these from secular curriculum and pedagogy assessment? What type of Islamic education helps students in the 21st century, and how different is this from what is being proposed by the secular-critical scholarship in the field? Where does Islamic education stand in the current drive for indigenization and against Eurocentrism? What does it mean to be an educated, successful Muslim in the 21st century? In sum, this issue intends to look at the cutting-edge questions and issues related to Islamic and Muslim education, take critical and reflexive approaches, and speak to the diversity and plurality of engaging with Islamic education, both critically and constructively.

This Special Issue will include 10–12 articles, with each paper consisting of 8000–9000 words, written in APA style, including references and endnotes. We invite authors to submit a 250 word abstract for papers that deal with these and other issues of relevance and concern. The deadline for submitting the abstracts is January 10, 2020, and the deadline for submitting papers for blind review is June 10, 2020.

Prof. Sarfaroz Niyozov
Prof. Nadeem Memon
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Religions is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Published Papers (8 papers)

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Editorial

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3 pages, 142 KiB  
Editorial
Introduction to Special Issue: Contemporary Critical Perspectives on Islamic Education
by Sarfaroz Niyozov and Nadeem Memon
Religions 2020, 11(12), 672; https://0-doi-org.brum.beds.ac.uk/10.3390/rel11120672 - 15 Dec 2020
Viewed by 1383
Abstract
This special issue focuses on critical perspectives in the emerging field of Islamic education globally [...] Full article
(This article belongs to the Special Issue Contemporary Critical Perspectives on Islamic Education)

Research

Jump to: Editorial

16 pages, 271 KiB  
Article
Perspectives on Inclusive Education: Need for Muslim Children’s Literature
by Antum A. Panjwani
Religions 2020, 11(9), 450; https://0-doi-org.brum.beds.ac.uk/10.3390/rel11090450 - 03 Sep 2020
Cited by 1 | Viewed by 4672
Abstract
Muslim students and communities in Western sociopolitical and educational contexts confront substantive challenges of racisms, Islamophobia, and under- and misrepresentations in media as well as in literature. Creating a robust repertoire of curricular resources for teaching and learning, teacher development programs, and schooling [...] Read more.
Muslim students and communities in Western sociopolitical and educational contexts confront substantive challenges of racisms, Islamophobia, and under- and misrepresentations in media as well as in literature. Creating a robust repertoire of curricular resources for teaching and learning, teacher development programs, and schooling in general offers a promise of developing classroom practices, which in turn promotes an inclusive discourse that recognizes the unique position and presence of a Muslim child. The present article examines the prospects of developing such a curriculum called Muslim Children’s Literature for inclusive schooling and teacher development programs in the context of public education in Ontario, Canada. It is situated in the larger umbrella of creating specific theory and methodology for education that lend exposure to Muslim cultures and civilizations. Development of such a literature as curricular resources addresses the questions of Muslim identities through curriculum perceptions so as to initiate critical conversations around various educational challenges that the development and dissemination of Muslim curricular resources faces today. I make a case for developing Muslim Children’s Literature to combat the challenges of having limited repertoire to engage with Muslim students in public schools and teacher candidates in teacher development programs. With the description of the necessity of such a literature, this article outlines characteristics of the proposed genre of Muslim Children’s Literature, as well as the unique position of a Muslim child in the current educational scenarios. A brief peek into select fiction on Muslim themes available in English internationally that can be used as curricular resources at elementary and secondary level serves towards reinforcing the definition of Muslim Children’s Literature. Further, these offer a sample that may be promoted under the proposed genre of Muslim Children’s Literature. Full article
(This article belongs to the Special Issue Contemporary Critical Perspectives on Islamic Education)
15 pages, 705 KiB  
Article
Islamic Education: An Islamic “Wisdom-Based Cultural Environment” in a Western Context
by Fella Lahmar
Religions 2020, 11(8), 409; https://0-doi-org.brum.beds.ac.uk/10.3390/rel11080409 - 07 Aug 2020
Cited by 8 | Viewed by 7251
Abstract
As the number and types of Islamic schools in a Western context have increased, so too have the questions on their purpose and impact in pluralistic Western societies. Amid this increasingly complex environment, questions are raised, both internally and externally, to determine the [...] Read more.
As the number and types of Islamic schools in a Western context have increased, so too have the questions on their purpose and impact in pluralistic Western societies. Amid this increasingly complex environment, questions are raised, both internally and externally, to determine the nature of Islamic educational goals, schools’ knowledge and pedagogical practices. Analysis in this paper draws on multiple sources of data: classical and contemporary literature on education in Islam; the Department for Education (DfE) school census and the Office for Standards in Education; Children’s Services and Skills (Ofsted); and empirical case-study data extracted from the author’s PhD thesis on diversity in Islamic schools in Britain conducted during 2008–2012 and subsequently revised during 2018–2019 by following up emergent themes. This paper argues for a need to develop an “Islamic wisdom-based culture” promoting action (‘amal) which nurtures the holistic growth of learners in ethical areas (akhlāq), aesthetics (dhawq/jamāl) and develops a sense of freedom (huriyyah). By doing so, the paper draws primarily on Bennabi’s analysis of the role of culture (thaqāfah) in the civilisation cycle, Ibn-Khaldūn’s analysis of freedom and dignity in educational practice embedded in his discussion of the meanings of humanity) Al-insāniyyah) and Gadamer’s analysis of “practical wisdom”. Firstly, it contextualises Islamic schooling in Britain into a neoliberal pluralistic context. The wisdom inherent in Islamic education is explored through critical dialogue during the process of learning and action. The discussion then considers three key elements of “wisdom-based cultural environment” for Islamic education. Full article
(This article belongs to the Special Issue Contemporary Critical Perspectives on Islamic Education)
15 pages, 270 KiB  
Article
Islamic Studies in Australian Islamic Schools: Learner Voice
by Mohamad Abdalla, Dylan Chown and Nadeem Memon
Religions 2020, 11(8), 404; https://0-doi-org.brum.beds.ac.uk/10.3390/rel11080404 - 06 Aug 2020
Cited by 9 | Viewed by 4772
Abstract
This paper provides insight into senior secondary learners’ views on Islamic Studies (IS) in three large Australian Islamic schools. This study offers a ‘dialogic alternative’ of ‘speaking with’ rather than ‘speaking for’ learners in Islamic educational research, planning, and renewal within K-12 Islamic [...] Read more.
This paper provides insight into senior secondary learners’ views on Islamic Studies (IS) in three large Australian Islamic schools. This study offers a ‘dialogic alternative’ of ‘speaking with’ rather than ‘speaking for’ learners in Islamic educational research, planning, and renewal within K-12 Islamic schools. The study privileges learners’ voice and enables an insight to their experience with one of the most important features of Islamic schools—Islamic Studies. Using phenomenology as a methodological framework, learner voice was elicited through focus groups where 75 learners (years 10, 11, and 12) provided information describing their experience with Islamic Studies. Thematic content analysis of the textual data suggests that learners’ dissatisfaction far outweighs their satisfaction with Islamic Studies. The findings of this paper can benefit Islamic schools in Australia and other Western contexts. Full article
(This article belongs to the Special Issue Contemporary Critical Perspectives on Islamic Education)
16 pages, 272 KiB  
Article
Islamic Religious Education in Contemporary Austrian Society: Muslim Teachers Dealing with Controversial Contemporary Topics
by Mehmet H. Tuna
Religions 2020, 11(8), 392; https://0-doi-org.brum.beds.ac.uk/10.3390/rel11080392 - 30 Jul 2020
Cited by 4 | Viewed by 3600
Abstract
Muslims in Austria have, since 1982/83, had the unique privilege of providing Islamic religious education in secular public schools, including primary, middle and secondary schools. As well as opportunities, this privilege brings responsibilities and challenges to the Muslim community. Since its beginnings, Islamic [...] Read more.
Muslims in Austria have, since 1982/83, had the unique privilege of providing Islamic religious education in secular public schools, including primary, middle and secondary schools. As well as opportunities, this privilege brings responsibilities and challenges to the Muslim community. Since its beginnings, Islamic religious education in Austria has, among other things, been especially characterized by the heterogeneity and diversity of its participants, as well as the general diversity in society and the secular context of public schools. In this context, theoretical discussions about the orientation of and justification for Islamic religious education in secular public schools suggest that for both teachers and the subject itself, an awareness, appreciation and inclusion of diversity, dialogue, multi-perspectivity and reflexivity is required. The empirical study on the professionalization of Islamic religious education, drawn on in this article, is based on Muslim teachers’ own perspectives and experiences. The research findings of that study show how Muslims become Islamic religious education teachers, how Muslim teachers see their roles in secular public schools, how they teach and approach Islam or Islamic topics, what the challenges of teaching Islamic education in public schools are, and other related topics. This article (re-)analyzes used and unused data from the study and focuses on how diversity and controversial topics can be approached in the context of Islamic religious education. Full article
(This article belongs to the Special Issue Contemporary Critical Perspectives on Islamic Education)
13 pages, 219 KiB  
Article
Tolerance in UAE Islamic Education Textbooks
by Mariam Alhashmi, Naved Bakali and Rama Baroud
Religions 2020, 11(8), 377; https://0-doi-org.brum.beds.ac.uk/10.3390/rel11080377 - 22 Jul 2020
Cited by 9 | Viewed by 4590
Abstract
The concept of “tolerance” has been thoroughly promoted within educational settings in light of the increasing need to foster co-existence and to nurture peaceful climates in societies. The United Arab Emirates (UAE) Islamic education curriculum promotes the notion of tolerance as a core [...] Read more.
The concept of “tolerance” has been thoroughly promoted within educational settings in light of the increasing need to foster co-existence and to nurture peaceful climates in societies. The United Arab Emirates (UAE) Islamic education curriculum promotes the notion of tolerance as a core tenant across different grade levels. However, there is a gap in the literature investigating the approach and conceptualization of tolerance in UAE Islamic education curricula. This study employed qualitative content analysis of grade 10–12 textbooks to understand how the concept of tolerance is promoted and to identify the opportunities and gaps in teaching tolerance through these texts. The notion of tolerance in these texts was discussed through the themes of civic engagement, critical thinking, acceptance of multiplicity, justice and equity, protection from extremism, and compassion for humans. This study identified gaps in addressing tolerance and suggested other concepts that could further supplement the Islamic education program to more thoroughly address the notion of tolerance. This study argues that teaching tolerance through religious-based instruction may facilitate an exploration of effective tolerance inculcation approaches that provide insights into the field of tolerance education at large. Full article
(This article belongs to the Special Issue Contemporary Critical Perspectives on Islamic Education)
15 pages, 230 KiB  
Article
Teaching Islam in an International School: A Bourdieusian Analysis
by Mohammed Adly Gamal
Religions 2020, 11(7), 338; https://0-doi-org.brum.beds.ac.uk/10.3390/rel11070338 - 07 Jul 2020
Cited by 1 | Viewed by 4008
Abstract
Recent years have witnessed the burgeoning growth of international schools in Qatar, where Islamic Studies is a statutory subject for all schools. This paper aims to investigate how Islamic Studies teachers navigate an internationalized setting where there is dissonance between local and global [...] Read more.
Recent years have witnessed the burgeoning growth of international schools in Qatar, where Islamic Studies is a statutory subject for all schools. This paper aims to investigate how Islamic Studies teachers navigate an internationalized setting where there is dissonance between local and global educational priorities. International schools aim to forge global citizens who perceive their identity in terms of global rather than religious belonging. To examine how Islamic Studies teachers view their work in such a setting, a qualitative study was conducted in an international school based in Qatar. The study employs Bourdieu’s concepts of religious capital and field to explore how the Islamic teachers’ pedagogical skills and knowledge are valued in a non-Islamic teaching setting. The study concludes that the international schooling field allowed Islamic Studies teachers to transform their religiosity into social capital, but they failed to convert their Islamic knowledge into cultural capital. However, Islamic Studies teachers positively view their work in internationalized milieu. They think that the international schooling field can help them to accumulate different forms of capital that are prized in Qatar. Full article
(This article belongs to the Special Issue Contemporary Critical Perspectives on Islamic Education)
14 pages, 277 KiB  
Article
Identity, Social Mobility, and Trauma: Post-Conflict Educational Realities for Survivors of the Rohingya Genocide
by Naved Bakali and Shujaat Wasty
Religions 2020, 11(5), 241; https://0-doi-org.brum.beds.ac.uk/10.3390/rel11050241 - 12 May 2020
Cited by 15 | Viewed by 6441
Abstract
The Rohingya refugee crisis is a humanitarian disaster with over 740,000 Rohingya leaving their homes in Rakhine State, Myanmar, since August 2017. In the process of this mass exodus, thousands have been brutally murdered and terrorized through a campaign of physical attacks by [...] Read more.
The Rohingya refugee crisis is a humanitarian disaster with over 740,000 Rohingya leaving their homes in Rakhine State, Myanmar, since August 2017. In the process of this mass exodus, thousands have been brutally murdered and terrorized through a campaign of physical attacks by the Myanmar state including murder, beatings and mutilations; mass gang rape and sexual slavery of women and girls; and the burning of entire villages. The victims have been men, women, and children who were targeted because they belonged to a Muslim minority ethnic group. The crisis has been recognized as genocide by officials from several countries including Canada, France, Gambia, Malaysia, Pakistan, Philippines, and Turkey. Furthermore, a recent ruling by the International Court of Justice (ICJ) ordered Myanmar to take all necessary measures to prevent the genocide of the Rohingya. The genocide of the Rohingya has resulted in a massive number of refugees fleeing to Bangladesh, with 1.1 million of an estimated 2.4 million Rohingya across the world currently encamped there. This crisis has led to questions about how the basic needs of these refugees are being met and if there is any possibility for a life beyond the refugee camps through educational programming. This study explores the educational realities of Rohingya refugees through a process of open-ended and semi-structured interviews of aid workers and educators working in the Kutupalong refugee camp in Bangladesh. Through examining the educational programming in these camps, this article aims to better understand the educational opportunities for social mobility, identity preservation, and the availability of religious instruction to the Rohingya. The findings of this study suggest that religious instruction centers may serve to improve gender- based educational gaps for adolescent Rohingya women. Full article
(This article belongs to the Special Issue Contemporary Critical Perspectives on Islamic Education)
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