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Islamic education: A burgeoning field within educational studies

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Abstract:

Over the past 10 years, the study of Islam and Muslims has become an increasingly prominent field of study at higher educational institutions. Aside from programs and courses in Islamic and contemporary Muslim studies however, there has also been a significant amount of research being conducted on Islamic schools and Muslim students in public schools. Whether related to questions of aims, objectives, and curriculum in the former or identity, social integration, and religious accommodation in the latter, the multitude of questions and directions are beginning to shape a burgeoning field within educational studies.

The term Islamic education has come to connote many meanings ranging from religious education about Islam to pedagogical practices derived from the Islamic tradition. It has also be been conflated between terms of Muslim education/schooling and Islamic education/schooling.

The goal of this paper is to map the parameters of Islamic education. This mapping will address the various ways that the term Islamic education has been conceptualized (Douglass & Shaikh, 2004; Halstead, 2004), the areas of research that demarcate the field (Zine, 2009, Haddad et. al, 2009), the ways that it is unique from other fields of religious and spiritually based education (Memon et. al, forthcoming), and projections for future directions that will formalize Islamic education as a field of alternative pedagogy within faculties of education.

The theoretical foundation that informs this research is based on 1) recognition that faith/spiritually based epistemologies are valid ways of knowing the world (Asante, 2003), and 2. Islamic education is broader than imparting religious beliefs, (Nasr, 1987). Within the theme of education as liberation and recognition of the world as a borderless space, this paper pushes the boundaries of the relevance of alternative approaches within the field of education. In particular, this paper takes head on a term that is often misunderstood, conflated, and accused of inspiring injustice, inequality, and illiberal values.
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Name: 55th Annual Conference of the Comparative and International Education Society
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URL: http://citation.allacademic.com/meta/p493229_index.html
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MLA Citation:

Memon, Nadeem. "Islamic education: A burgeoning field within educational studies" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, May 01, 2011 <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p493229_index.html>

APA Citation:

Memon, N. , 2011-05-01 "Islamic education: A burgeoning field within educational studies" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p493229_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Over the past 10 years, the study of Islam and Muslims has become an increasingly prominent field of study at higher educational institutions. Aside from programs and courses in Islamic and contemporary Muslim studies however, there has also been a significant amount of research being conducted on Islamic schools and Muslim students in public schools. Whether related to questions of aims, objectives, and curriculum in the former or identity, social integration, and religious accommodation in the latter, the multitude of questions and directions are beginning to shape a burgeoning field within educational studies.

The term Islamic education has come to connote many meanings ranging from religious education about Islam to pedagogical practices derived from the Islamic tradition. It has also be been conflated between terms of Muslim education/schooling and Islamic education/schooling.

The goal of this paper is to map the parameters of Islamic education. This mapping will address the various ways that the term Islamic education has been conceptualized (Douglass & Shaikh, 2004; Halstead, 2004), the areas of research that demarcate the field (Zine, 2009, Haddad et. al, 2009), the ways that it is unique from other fields of religious and spiritually based education (Memon et. al, forthcoming), and projections for future directions that will formalize Islamic education as a field of alternative pedagogy within faculties of education.

The theoretical foundation that informs this research is based on 1) recognition that faith/spiritually based epistemologies are valid ways of knowing the world (Asante, 2003), and 2. Islamic education is broader than imparting religious beliefs, (Nasr, 1987). Within the theme of education as liberation and recognition of the world as a borderless space, this paper pushes the boundaries of the relevance of alternative approaches within the field of education. In particular, this paper takes head on a term that is often misunderstood, conflated, and accused of inspiring injustice, inequality, and illiberal values.


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