Islamic Schooling in the West

Pathways to Renewal
 
 
Palgrave Macmillan (Verlag)
  • erscheint ca. im Juni 2018
 
  • Buch
  • |
  • Hardcover
  • |
  • XV, 327 Seiten
978-3-319-73611-2 (ISBN)
 
This book presents the views of leading scholars, academics, and educators on the renewal of Islamic schools in the Western context. The book argues that as Islamic schools in Western contexts have negotiated the establishment phase they must next embrace a period of renewal. Renewal relates to a purposeful synthesis of the tradition with contemporary educational practice and greater emphasis on empirical research substantiating best practices in Islamic schools. This renewal must reflect teaching and learning practices consistent with an Islamic worldview and pedagogy. It should also inform, among other aspects, classroom management models, and relevant and contextual Islamic and Arabic studies. This book acquaints the reader with contemporary challenges and opportunities in Islamic schools in the Western context with a focus on Australia.
1st ed. 2018
  • Englisch
  • Cham
  • |
  • Schweiz
Springer International Publishing
  • 4
  • |
  • 4 s/w Abbildungen
  • |
  • 11 schwarz-weiße Abbildungen, Bibliographie
  • Höhe: 210 mm
  • |
  • Breite: 148 mm
  • 575 gr
978-3-319-73611-2 (9783319736112)
3319736116 (3319736116)
weitere Ausgaben werden ermittelt
Mohamad Abdalla is Professor of Islamic Studies and Founding Director of the Centre for Islamic Thought and Education (CITE) at the University of South Australia. He is a public intellectual and one of Australia's most prominent Muslim leaders. Over the last two decades, he contributed substantially to the field of Islamic studies in Australia. He pioneered the establishment of three Islamic studies centres across few Australian universities.
Dylan Chown is Research Fellow and the Program Director for Islamic Education in the Centre for Islamic Thought and Education (CITE), University of South Australia. His research focuses on Islamic pedagogy and aims to further efforts towards Islamic schooling renewal. Dylan has extensive teaching experience at Islamic and non-Islamic Australian schools.
Muhammad Abdullah is a PhD candidate at the Centre for Islamic Thought and Education (CITE) at the University of South Australia. He has over 25 years teaching experience at a Government K-12 school in an inner suburb of Sydney. He has been a Chief Examiner of Aboriginal Studies for The Higher School Certificate in NSW and is currently the Supervisor of Marking for the same subject. Abdullah's PhD focuses on a ground-breaking project exploring the Formulation of a Pedagogical Framework for Islamic Schools in Australia.
Chapter 1: The emergence of Islamic Schools: A Contextual Background
Chapter 2: Muslim Schools in Australia: Development and Transition
Chapter 3: Towards a hybrid approach to the governance of Islamic schools
Chapter 4: What else do they teach in an Islamic school?
Chapter 5: Islamic Worldview and Curriculum Development
Chapter 6: Muslim Ethos within Muslim schools
Chapter 7: Enacting vision in a faith school: Putting words into actions
Chapter 8: Islamic Pedagogy: Potential and Perspective
Chapter 9: A pedagogical framework for teacher discourse and practice in Islamic Schools
Chapter 10: Attaining the "Islamic" In Islamic Schools
Chapter 11: The importance of Islamic studies from an Islamic worldview in Australia
Chapter 12: Islamic Studies in Islamic Schools: Evidence-based Renewal
Chapter 13: Arabic teaching at Australian Islamic Schools: A C.A.L.L frame
This book presents the views of leading scholars, academics, and educators on the renewal of Islamic schools in the Western context. The book argues that as Islamic schools in Western contexts have negotiated the establishment phase they must next embrace a period of renewal. Renewal relates to a purposeful synthesis of the tradition with contemporary educational practice and greater emphasis on empirical research substantiating best practices in Islamic schools. This renewal must reflect teaching and learning practices consistent with an Islamic worldview and pedagogy. It should also inform, among other aspects, classroom management models, and relevant and contextual Islamic and Arabic studies. This book acquaints the reader with contemporary challenges and opportunities in Islamic schools in the Western context with a focus on Australia.

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