Diasporicity and Intercultural Dialectics in Muslim Education: Conceptualizing a Minorities Curriculum ("Minhaj Al-Aqalliyyat")

Autor/in	Abdul-Jabbar, Wisam Kh.
Titel	Diasporicity and Intercultural Dialectics in Muslim Education: Conceptualizing a Minorities Curriculum ("Minhaj Al-Aqalliyyat")
Quelle	In: Educational Philosophy and Theory, 54 (2022) 2, S.204-216 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1080/00131857.2021.1892485
Schlagwörter	Muslims; Minority Groups; Immigrants; Religious Education; Teaching Methods; Critical Thinking; Cultural Awareness; Educational Theories; Educational Philosophy; Islam; Immigration; Curriculum Development + Suchen Sie Ihr Suchwort? Muslim; Muslimin; Ethnische Minderheit; Immigrant; Immigrantin; Immigranten; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Teaching method; Lehrmethode; Unterrichtsmethode; Kritisches Denken; Cultural identity; Kulturelle Identität; Educational theory; Theory of education; Bildungstheorie; Bildungsphilosophie; Erziehungsphilosophie; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung
Abstract	Drawing on fiqh al-aqalliyyat (the Muslim jurisprudence of diasporic minorities), this article introduces a Muslim minorities curriculum and negotiates the notion of diasporicity as a process that signifies a community's readiness to respond to its own cultural, religious and literacy practices. More specifically, first, I propose a Muslim minorities curriculum (Minhaj Al-Aqalliyyat) that is informed by diasporicity and fiqh al-aqalliyyat. Second, the article makes a distinction between diaspora and diasporicity. In what ways can diasporicity itself be conceptualized to advance Muslim education and what are the pedagogical implications? Third, it identifies what I call dialectical constructs within fiqh al-aqalliyyat that are conducive to diasporicity, namely, qiyas, ijtihad, istihsan, and taysir. Additionally, this article explores contingency as an overlooked philosophical and pedagogical dimension, which advances intercultural and critical thinking skills. It conceptualizes a Muslim education that is attuned to the "curriculum-as-lived"; hence it develops an educational theory that validates diasporicity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01