Perceptions of Educational Leadership in Medieval Islamic Thought: Current Challenges in Context

• In Event: Educational Leadership and Islam: Critical Approaches to Identity, Advocacy, and Possibilities

Abstract

Objective or purposes
This paper explores characteristics of Islamic educational leadership according to four Islamic scholars who lived between the years 932 and 1113 A.D. Through this exploration, we clarify how theories of educational leadership are expressed in Islamic thought and present a complementary interpretation that may inform contemporary theories of educational leadership as they pertain to multicultural societies.

Perspective(s) or theoretical framework
Current theories of educational leadership are largely centered on western contexts, such as Canada, Australia, the United States of America and the United Kingdom. As a consequence, the dominance of western approaches to educational leadership inquiry lacks valuable eastern knowledge, which could be enlightening to the field (Dimmock, 2000; Shah, 2015). Today, increasing numbers of Muslims are migrating to western countries, often due to political conflicts and lack of stability in their states (Iqbal, 1996). Accordingly, two competing perceptions have developed to describe the state of affairs in western host societies: clash between the east and the west versus multicultural harmony (Habermas, 1973). As theories of educational leadership were primarily developed over the last century in western contexts, they have yet to be widely challenged. Increasing migration then prompts us to ask: Who are we? What educational project should we pursue? and In what context are we acting? In answering these questions, we may be able to build a bridge between eastern and western approaches to education leadership, especially in multicultural contexts (Shah, 2016).

Methods, techniques, or modes of inquiry
To answer these questions, we employed a comparative content analysis of four selected Muslim philosophers: (1) Ibn Miskawaih (932-1030, AD) (2) Al-Qᾱbsī (936-1012, AD) (3) Abu Al-Hasan Al-Mᾱwardī (974-1058, AD) (4) Al-Sama’ᾱnī (1113-1167, AD) (Alatari, 2008; Tibawi, 1972).

Data Sources, evidence, objects, or materials
The selected Muslim philosophers wrote in classical Arabic in the Golden Age of Islam, but have been edited and published for 20th century readership.

Results and/or substantiated conclusions or warrants for arguments/point of view
Analysis of the four Muslim philosophers concerning Islamic educational leadership indicated one stark difference between the two approaches, otherwise much is similar. The main difference is that in Islam, educational leadership focuses on providing positive contributions to life in order to receive rewards on the Day of Judgment (Ibrahim, 1997; Tibawi, 1972). However, in western thought, educational leadership theory does not focus on the afterlife; rather, its emphasis centers on individual behavior in this world. Looking beyond this difference though, there are many similarities: caring for students, not using violence, and supporting and promoting educational equity and social justice.

Scientific or scholarly significance of the study or work
This paper makes a unique contribution to western and non-western scholars of educational leadership in order to expand existing literature to include Islamic knowledge. This paper supports AERA’s conference theme in that this inquiry seeks to create new kinds of knowledge that is much needed to inform our rapidly globalizing and multicultural world.

Author

• Khalid Arar, Kibbutzim College