Renewal of Health and Physical Education in an Australian Islamic School

• In Event: Teaching Islam in K–12 Schools: Possibilities for Curriculum Renewal When Academics and Educators Collaborate

Abstract

Objectives or purposes

Health and Physical Education (HPE) is a key learning area within national curriculums around the world. Despite a wide body of research attesting to its importance (Lynch and Soukup, 2016; Rasberry, Lee, & Robin, 2011) HPE can be a marginalised or undervalued learning area in an Islamic school. A paucity of research currently exists on HPE in contemporary Islamic schooling. This paper therefore explores the possibilities for renewal of the HPE learning area for the holistic development of Muslim learners in Islamic schools. Secondly, it explores the potential of Islamic pedagogy for the renewal of HPE curriculum.

Perspective(s) or theoretical framework

I will be drawing on conceptualisations of the socio-cultural holistic view of HPE (Lynch & Soukup, 2016) and of holism within education in the Islamic tradition, in order to reconceptualise HPE in an Islamic school. Grounded in the broader work of critical pedagogy and Islamic pedagogy, I will draw on Ajem and Memon’s (2011) principles of Islamic pedagogy as frames of reference providing the necessary lenses to renew HPE curriculum.

Methods, techniques, or modes of inquiry

This paper employs an action research methodology in collaboration with executive leaders, curriculum coordinators and classroom educators in an Islamic school in Sydney. Four stages define the methods: firstly, discursive analysis of research on the holistic discourse shaping the sociocultural approach to HPE and of conceptualisations of holism embedded within the Islamic education tradition; secondly, a re-reading and (re)conceptualisation of the aims and intent of the HPE learning area outlined in the Australian Curriculum for the context of this school and in relation to its Muslim learners as this aligns with the educational vision of the school; thirdly, identification of themes that inform curriculum mapping and integration of HPE content and physical activity foci; and lastly, application of the principles of Islamic pedagogy (Ajem and Memon, 2011) that guide the renewal of HPE curriculum in the Islamic school.

Results and/or substantiated conclusions or warrants for arguments/point of view

In an initial review of literature convergent themes were found in HPE and Islamic education research around holism, conceptualisations of the whole learner and of holistic education. This study is currently in progress and findings are anticipated to speak to both theory and practice in HPE in an Islamic school.

Scientific or scholarly significance of the study or work

Findings will detail the effort to reconceptualise HPE in an Islamic school and avail from Islamic pedagogy in the renewal of HPE curriculum, aligning with Australian Curriculum, in service to a holistic vision of Islamic education, and responsive to the local school context, and the needs and interests of Muslim learners. The findings will not be generalisable although it is envisaged that this could invigorate research in this learning area within Islamic schooling. It also adds to a larger effort across the field in the area of pedagogical and curriculum renewal for K-12 Islamic schools.

Author

• Dylan William Chown, University of South Australia