Introduction: Africa’s Muslim Institutions of Higher Learning: Moving Forward

Lo, Mbaye; Haron, Muhammed

doi:10.1057/9781137552310_1

Cited by 3 publications

(2 citation statements)

References 3 publications

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“…3. Part of internationalisation is the recognition of universities in many non-Western parts of the world that are overlooked, devalued, marginalised or actively ignored, such as the many Muslim universities that have been established in several African states (Lo & Haron, 2016), whose contributions to higher education development are relevant and valuable. 4.…”

Section: Introductionmentioning

confidence: 99%

Editors' Critical Introduction: Conceptions of Internationalisation Challenging Dominant Knowledge Traditions

Samier¹,

ElKaleh²,

Hammad³

2021

Internationalisation of Educational Administration and Leadership Curriculum

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This chapter provides a critical and comprehensive review of the internationalisation literature. It starts with a brief discussion of the main factors and features that need to be considered when internationalising the educational administration and leadership field. This is followed by a critique of the internationalisation of education and the many challenges that hinder the achievement of proper internationalisation. The third section provides an overview of the internationalisation models and practices in different disciplines such as psychology, sociology and political science, which is followed by a discussion on the internationalisation of education organisations in different countries with some examples from Arab and non-Western countries. The final section presents a critical review of literature on internationalising the curriculum and how culture competency and knowledge acquisition are key factors in achieving effective internationalisation. The chapter concludes with an overview of the book collection and the main ideas and concepts discussed in each chapter.

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Section: Introductionmentioning

confidence: 99%

Editors' Critical Introduction: Conceptions of Internationalisation Challenging Dominant Knowledge Traditions

Samier¹,

ElKaleh²,

Hammad³

2021

Internationalisation of Educational Administration and Leadership Curriculum

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“…As a result, there are also those who complete their Islamic-styled education in such schools but these students continue their tertiary education in typical tertiary fields such as accountancy, architecture, computer science and even more diverse fields like business management, fine arts and medicine. Viewed in this light, Islamic schooling in Malaysia should not perhaps be compared to conservative 'Madrassa' education which is prevalent in third world Muslim countries in the African continent and the Middle East (Abu-Nimer & Nasser, 2017;Lo & Haron, 2016); Malaysian Islamic schools are perhaps more affiliated to mainstream national schools except with an equal concentration on religious education other than just conventional academic subjects. Another distinguishing marker of Islamic schooling in Malaysia is its substantial emphasis on Arabic language as a means to access religious knowledge as the next subsection will elucidate (Ministry of Education Malaysia, 2014).…”

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confidence: 99%

Learning English (and Arabic) in Malaysian Islamic Schools: Language Use and the Construction of Identities

Adnan¹

2017

SSRN Journal

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The Malaysian schooling system celebrates the diversity of Malaysian ethnic groups by allowing different school types to co-exist since the independence of the Federation of Malaya (now Malaysia) from British colonial rule in 1957. Whilst ideologically young Malaysians can pick and choose where they want to learn, these schools are clustered around ethnicity, language and even religion. Only the majority national schools (or sekolah kebangsaan) reflect the diversity of the ideological Malaysian 'race' (or bangsa Malaysia). For national type schools (or sekolah jenis kebangsaan), these are almost exclusively subscribed by Tamil speaking students who are mostly Indians or by Mandarin speaking students who are mostly Chinese. The focus of this empirical paper is on a final school type, national religious schools (or sekolah kebangsaan agama), that represents the religious ideology of the Malaysian majority race, the Malay-Muslims. These are primary and secondary 'Islamic schools' that place heavy emphasis on Islamic education often through the medium of Arabic, for the Malay-Muslim majority in Malaysia. This paper focuses on the lived experiences of 30 first year university undergraduates who completed five to six years of secondary education in national religious schools. Data were collected from periodic focus group discussions and also written narrative 'reflections' of their Islamic school days with three cohorts of selected undergraduates from March 2016 to May 2017 at two university campuses in northern Malaysia. The stories they shared draw attention to how English, and to an extent Arabic language, influenced their school-based learning experiences and constructed their identities.

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L’islamisation de la connaissance et ses institutions dans le monde musulman contemporain

Medani¹,

Nur²

2020

etudesafricaines

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Introduction: Africa’s Muslim Institutions of Higher Learning: Moving Forward

Cited by 3 publications

References 3 publications

Editors' Critical Introduction: Conceptions of Internationalisation Challenging Dominant Knowledge Traditions

Editors' Critical Introduction: Conceptions of Internationalisation Challenging Dominant Knowledge Traditions

Learning English (and Arabic) in Malaysian Islamic Schools: Language Use and the Construction of Identities

L’islamisation de la connaissance et ses institutions dans le monde musulman contemporain

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