Toward Fuller Expressions of Knowledge, Being, and Truth in Rethinking Islamic Education

Session Type: Virtual Symposium

Abstract

This Symposium presents three papers collaboratively written by members of the Cambridge Dialogues: Rethinking Islamic Education, an international network of Muslim educators and researchers, who came together across disciplines and institutions to address extant educational challenging facing Muslim communities, posed by a secular Western dominant globalized world. These challenges begin with onto-epistemic marginalization of Muslim ways of being, thinking, learning, and developing, which must be addressed at the deepest philosophical levels. The first paper examines approaches to reconceptualizing Islamic Education. The second paper reviews perspectives on Islamic worldviews to assemble a conceptual framework for holistic pedagogy, curricula, and teacher education. The third paper discerns Islamic paradigmatic principles beyond the secular to broaden analytic accuracy in educational research with Muslim communities.

Sub Unit

• SIG-Religion and Education

Chair

• Amaarah N. DeCuir, American University

Papers

• A Systematic Review of Holistic Islamic Education Conceptual Frameworks - Farah Ahmed, University of Cambridge

• Assembling a Conceptual Framework for Education in Muslim Contexts Based on an Islamic Worldview - Safaruk Chowdhury Project Researcher Beyond Found Chowdhury, Cambridge Muslim College

• In Search of a Tawhid Methodology: Toward Paradigms for Islamic Educational Research - Claire Alkouatli, University of South Australia; Dylan William Chown, University of South Australia

Discussant

• Nadeem Memon, University of South Australia