Islamic Studies in Islamic Schools: Evidence-Based Renewal
- 310 Downloads
A major aim for the establishment of Islamic schools pertains to the preservation of the ‘Islamic’ in terms of religious matters such as faith and practices. However, despite this noble aim, and the obvious significance of Islamic Studies as a key learning area or subject in Islamic schools, no empirical research exists to date that examines the nature, scope, effectiveness, and relevance of Islamic Studies as taught within ‘Islamic’ schools. This study utilised qualitative research methods to explore the strengths and weaknesses of Islamic Studies, the challenges faced in the teaching and learning of Islamic Studies, and the attitudes of students toward the relevance and effectiveness of Islamic Studies to their lives as young Australian Muslims. A key finding was the absence of an Islamic Studies curriculum and syllabus in Islamic schools leading to a number of problems including: lack of overarching approach encompassing aims, goals, plans, decision-making process, procedures and vision for Islamic Studies. The result, according to Islamic studies teachers is chaos and confusion in implementation of Islamic studies, and a lack of systematic approach to Islamic Studies subjects making it difficult to teach.
KeywordsIslamic studies Curriculum ACARA Students Islamic schools
- Abdullah, M., M. Abdalla, and R. Jorgensen. “Towards the Formulation of a Pedagogical Framework for Islamic Schools in Australia.” Islam and Civilisational Renewal 6, no. 4 (2015): 509, 510–511.Google Scholar
- ACARA. Curriculum Development Process, 2012. https://acaraweb.blob.core.windows.net/resources/ACARA_Curriculum_Development_Process_Version_6.0_-_04_April_2012_-_FINAL_COPY.pdf.
- Ajem, R., and N. Memon. Principles of Islamic Pedagogy: A Teachers Manual. Islamic Teacher Education Program, Canada, 2011.Google Scholar
- Berber, M.G. The Role of the Principal in Establishing and Further Developing an Independent Christian or Islamic School in Australia (Doctor of Philosophy), University of Western Sydney, 2009.Google Scholar
- Buckingham, J. The Rise of Religious Schools Policy Monographs: The Centre for Independent Studies, 2010.Google Scholar
- Calderon, J.L., R.S. Baker, and K.E. Wolf. “Focus Groups: A Qualitative Method Complementing Quantitative Research for Studying Culturally Diverse Groups.” Education for Health 13, no. 1 (2000): 91–91.Google Scholar
- Chown, D. Impacts on Educational Leadership: Enacting the Vision in an Australian Islamic School. Master of Education, Griffith University, Brisbane, 2014.Google Scholar
- Denzin, N.K., and Y. Lincoln. Handbook of Qualitative Research. Thousand Oaks, CA: Sage Publications, 1994.Google Scholar
- Diallo, I. “Introduction: The Interface Between Islamic and Western Pedagogies and Epistemologies: Features and Divergences.” International Journal of Pedagogies and Learning 7, no. 3 (2012): 175.Google Scholar
- Donohoue Clyne, I. “Addressing Equity Issues in the Education of Muslims.” In Teacher Education for Equality, ed. E. Befring. Oslo Norway: ATEE, 1996.Google Scholar
- ———. “Seeking Education for Muslim Children in Australia.” Muslim Education Quarterly 14, no. 3 (1997): 4–18.Google Scholar
- ———. “Cultural Diversity and the Curriculum: The Muslim Experience in Australia.” European Journal of Intercultural Education 9, no. 3 (1998): 279–289.Google Scholar
- ———. Seeking Education: The Struggle of Muslims to Educate Their Children in Australia (Doctor of Philosophy), University of Melbourne, Melbourne, 2000.Google Scholar
- ———. “Educating Muslim Children in Australia.” In Muslim Communities in Australia, ed. S. Akbarzadeh and A. Saeed, xii, 244. Sydney: UNSW Press, 2001.Google Scholar
- Douglass, S., and M.A. Shaikh. “Defining Islamic Education: Differentiation and Applications.” Council on Islamic Education: Current Issues in Comparative Education 7, no. 1 (2004): 1–12.Google Scholar
- Driessen, G., and M.S. Merry. “Islamic Schools in the Netherlands: Expansion or Marginalization.” Interchange 37, no. 3 (2006): 201–223.Google Scholar
- Fasse, B.B. “No Guarantees”: An Ethnography of Transition to Parenthood in Normative Lifespan Development. Dissertation, Georgia State University, Atlanta, GA, 1993.Google Scholar
- Fasse, B.B., and J.L. Kolodner. “Evaluating Classroom Practices Using Qualitative Research Methods: Defining and Refining the Process.” In Fourth International Conference of the Learning Sciences, ed. B. Fishman and S. O’Connor-Divelbiss, 193–198. Mahwah, NJ: Erlbaum, 2000.Google Scholar
- Gaižauskaitė, I. “The Use of the Focus Group Method in Social Work Research.” Social Work 11, no. 1 (2012): 19–30.Google Scholar
- Glesne, C., and A. Peshkin. Becoming Qualitative Researchers: An Introduction. White Plains, NY: Longman, 1992.Google Scholar
- Halstead, J.M. “Towards a Unified View of Islamic Education.” Islam and Christian-Muslim Relations 6, no. 1(1995): 25.Google Scholar
- ———. “An Islamic Concept of Education.” Comparative Education 40, no. 4 (2004), 517.Google Scholar
- Hussain, A. “Recent Western Reflections on Islamic Education.” Religious Education 103, no. 5 (2008): 579–585.Google Scholar
- Jones, P. “Islamic Schools in Australia.” The La Trobe Journal (Special Issue: ‘Isolation, Integration and Identity: The Muslim Experience in Australia) 89 (2012): 36–47.Google Scholar
- MacMillan, Thomas L., E.J. McColl, C. Hale, and S. Bond. “Comparison of Focus Group and Individual Interview Methodology in Examining Patient Satisfaction with Nursing Care.” Social Sciences in Health 1 (1995): 206–219.Google Scholar
- Meer, N. “Muslim Schools in Britain: Challenging Mobilisations or Logical Developments?” Asia Pacific Journal of Education 27, no. 1 (2007): 55–71.Google Scholar
- Memon, N. The Prophetic Standard: Incorporating the Instructional Methods of the Prophet Muhammad in Islamic Schools. Paper presented at the ISNA Education Forum Rosemont Illinois, 2007. Accessed 31 December 2011. http://www.isna.net/programs/pages/previous-education-forum-papers.aspx.
- ———. From Protest to Praxis: A History of Islamic Schools in North America (Doctor of Philosophy), University of Toronto, Canada, 2009.Google Scholar
- ———. Re-Framing Excellence in Islamic Schooling: Elevating the Discourse, 2013. Accessed 27 April 2013. http://razigroup.com/resources/2011/11/re-framingexcellence-in-islamic-schooling-elevating-the-discourse/.
- Merry, M., and G. Driessen. “Islamic Schools in Three Western Countries: Policy and Procedure.” Comparative Education 41, no. 4 (2005): 411.Google Scholar
- Polat, C. “Gulen-Inspired Schools in Australia: Educational Vision and Funding,” 2016. (date unknown). Accessed 30 March 2016. http://www.acu.edu.au/__data/assets/pdf_file/0004/223087/Gulen-Inspired_Schools_In_Australia_Educational_Vision_And_Funding_Conference_paper.pdf.
- Shamma, F. “The Curriculum Challenge for Islamic Schools in America.” In Muslims and Islamization in North America: Problems and Prospects, ed. Amber Haque. Kuala Lumpur: Amana Publications, 1999.Google Scholar
- ———. An Overview of The Status of Islamic Curricula, 2001. Written 9 June 2004, revised January 2011. https://www.theisla.org/filemgmt_data/files/Shamma%20-%20An%20Overview%20of%20Current%20Islamic%20Curricula%20-%202011.pdf.
- Walford, G. “Classification and Framing of the Curriculum in Evangelical Christian and Muslim Schools in England and The Netherlands.” Educational Studies 28, no. 4 (2002), 403–419.Google Scholar
- Woodlock, R. “Introduction.” The La Trobe Journal, Isolation, Integration and Identity: The Muslim Experience in Australia 89 (2012): 4.Google Scholar