Muslim Educators' Pedagogies: Tools for Self, Social, and Spiritual Transformation

Autor/in	Alkouatli, Claire
Titel	Muslim Educators' Pedagogies: Tools for Self, Social, and Spiritual Transformation
Quelle	In: Harvard Educational Review, 92 (2022) 1, S.107-133 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Alkouatli, Claire)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0017-8055
Schlagwörter	Muslims; Islam; Religious Education; Spiritual Development; Cultural Relevance; Sociocultural Patterns; Teaching Methods; Stereotypes; Misconceptions; Teacher Attitudes; Epistemology; Developmental Psychology; Foreign Countries; Religious Schools; Community Schools; Transformative Learning; Canada + Suchen Sie Ihr Suchwort? Muslim; Muslimin; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Soziokulturelle Theorie; Teaching method; Lehrmethode; Unterrichtsmethode; Klischee; Missverständnis; Lehrerverhalten; Erkenntnistheorie; Entwicklungspsychologie; Ausland; Community school; ; Gemeindeschule; Gemeinschaftsschule; Pädagogische Transformation; Kanada
Abstract	In this interpretive research study, Claire Alkouatli inquires into the pedagogical activities Sunni Muslim educators employ in sites of Islamic education that are often marginalized by stereotypes, misperceptions, and charges of anachronism and indoctrination. She invited thirty-five Muslim Canadian educators to share their perspectives on their pedagogies around teaching Islam to children and youth. Her thematic analysis of participants' variegated descriptions coalesced into a three-theme pedagogical typology. Distinct from mainstream secular pedagogies at the levels of ontology, epistemology, and developmental psychology, Islamic pedagogies are situated within a wider conceptual paradigm. Recognizing their qualities of holism and "double cultural relevance," they are functionally significant in teachers' repertoires for helping young Muslims think across paradigms and may contribute to both sociocultural continuity and more equal inter-epistemic interaction in heterogeneous societies. (As Provided).
Anmerkungen	Harvard Education Publishing Group. 8 Story Street First Floor, Cambridge, MA 02138. Tel: 617-495-3432; Fax: 617-496-3584; e-mail: hepg@harvard.edu; Web site: http://hepg.org/her-home/home
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01