Islamic Education and Multiculturalism: Engaging with the Canadian Experience

Abstract

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An educational opportunity for (re)-scripting gender justice as an imperative of faith and citizenship: a South African case

“…Muslim communities have continued in reproducing institutions set up by the states of their countries of origin or transnational Islamic revival movements, to maintain the cultural, ethnic and religious ties with home countries (Sahin 2018). Similar trends are evident in the US, where many Muslim-based schools apply Islamic curricula, which are borrowed from Muslim-majority countries, rather than developing ones that are relevant to the multicultural, diverse, and democratic societies in which they live (Ali and Bagley 2013). Recognition of gender, culture and religious difference shaping the human condition, argues Sahin (2018) requires nurturing values of mutual trust, respect, tolerance, justice and dignity through a reflective and open educational process.…”

Framing Culture in EFL Textbooks: A Critical Discourse Analysis at Islamic School

“…In Indonesian EFL local textbooks, pictures depicting eating together serve various cultural values. Firstly, it emphasizes social bonding by promoting the importance of communal dining, fostering a sense of togetherness among students in Islamic public schools (Ali & Bagley, 2015). Secondly, it highlights the values of hospitality and generosity, showcasing the Indonesian culture's emphasis on sharing food and encouraging learners to be welcoming hosts.…”

Islamic education and the challenge of democratic citizenship: a critical perspective

“…For instance, many schools in the US apply Islamic curricula, which are borrowed from Muslim-majority countries, rather than developing ones that are relevant to the multicultural, diverse, and democratic societies in which they live (Ali & Bagley, 2013). These curricula do not encourage students to think critically, to question ideas, to engage in debates (Cook, 1999) and they focus on rote learning such as reciting and memorizing chapters of the Quran and the traditions of the prophet (Ramadan, 2004b).…”

“…Generally speaking, Islamic education in the US reflects the Islamic tradition of immigrant and local faith communities and they aim to inculcate a sense of personal and collective identity based on the spiritual, ethical, and moral teachings of the Quran and prophet Muhammad into their students (Ali & Bagley, 2013;Haddad et al, 2009;Halstead, 2004;Merry, 2007;Saada, 2013). This means that Islamic sharia 5 (the moral and behavioral elements of Islam as they are described by the Quran, sunna, and religion scholars) represent a crucial component in cultivating Muslim students' identities (Halstead, 2004).…”