Educators' Voices and Dialogues Implementing Social Emotional Education in Muslim Schools

• In Event: Teacher education and Educational Reform

Proposal

Abstract
The Advancing Education in Muslim Societies (AEMS) research team initiated a three phase program launched in 2018 to survey four constructs that are grounded in socio-emotional education (SEE) and universal values important for peace education and human development. Those include forgiveness, empathy, moral reasoning, and community mindedness. This paper shares a unique case study where a change deemed inevitable to integrate a new narrative of the value of SEE in Islamic schools in Northern Virginia. The change protests against traditional education in Islamic schools and bridges a new connection between Islamic education and the aforementioned SEE values. To make this connection, the program intentionally helped teachers to understand that Islamic foundational beliefs is not too far from SEE values. It also helped teachers to implement those values in their classrooms through applied/action research. Moreover, the paper discusses the lessons learned and focuses on teachers’ engagement in a self-study that includes three training workshops during the 2018-19 academic year. Teachers’ reflective processes and their dialogues, going through the steps of action research are analyzed as they adapted the activities and lessons to their curriculum. The paper has implications for educators on the way this group of teachers have conducted their daily routines to promote an atmosphere of respect and peace in their classrooms.

Authors

• Nora El-Bilawi, GMU

• Ilham Nasser, Creative Associates International Inc.