Evaluating, redeveloping, and action planning. Advice for educators.

Autor/in	Imam, Seema A.
Titel	Evaluating, redeveloping, and action planning. Advice for educators.
Quelle	Aus: Curriculum renewal for Islamic education. New York: Routledge Taylor & Francis Group (2021) S. 227-241 PDF als Volltext Link als defekt meldenVerfügbarkeit
Reihe	Routledge research in religion and education
Beigaben	Literaturangaben S. 241
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	978-0-367-22773-9; 978-0-367-77644-2; 978-0-429-27681-1
DOI	10.4324/9780429276811
Schlagwörter	Erziehung; Curriculum; Curriculumentwicklung; Islam; Islamischer Religionsunterricht
Abstract	The previous chapters have set the stage for work yet to be done by educators in Islamic schools, each still in their various stages of continuous purposeful development. Much foundational thought has been covered in this volume so that we can envision the practical steps one might consider such as evaluation, redeveloping, action planning, and how to shape the process with constructive advice for educators. We recognize this book as a potential guide, if you will, for practitioners who are working in or with Islamic schools to deliver the best possible Islamic education to the students they serve. The concepts being conveyed are not meant for curriculum coordinators alone, for it is recognized that few schools have the luxury of a dedicated curricular coordinator but more importantly because school curricula are multifaceted and require many voices to create, massage, and implement such curricular documents for a school or school consortium. This chapter is meant to speak to a wide audience of educators, namely teachers, team leaders, curriculum developers, administrators, policymakers, and school consultants. The mindset and the actions taken by this wide range of stakeholders is what truly develops the school environment, culture, and overall school landscape. With this focus, your school will in essence address the null, implicit, and explicit curricula in the work you may embark on. Muslim educators are embracing monumental tasks with massive courage globally. However, I approach this chapter from within a Western (American) context knowing fully that the insights shared here will have some applicability for Muslim educators committed to Islamic education globally. In the West, Muslim educators are perhaps in the middle of a unique journey toward what I perceive as the main goal, that of establishing schools to serve Muslims who found themselves raising families in secular societies in need of strong Islamic educational programs and institutions. Undoubtedly, the goal was, and is, to raise children who will grow up as practicing Muslims with a sound Islamic worldview through which they envision their academic goals and their career and life choices that best suit them, in that order. Yet, we know that most of the schools may have been haphazardly and quickly established to serve a variety of ages and grades that the founders deemed essential, only to continue over the years adding, subtracting, and learning as they went along in the process of school creation. Most of the early schools' founders had barely begun to serve in their fields, they were not in education and had not grown up in the West. I have heard some say that they had never in their wildest dreams imagined they would be building an Islamic school for the families of their community. Newcomers to these schools also join Islamic schools to serve, share their expertise, and have the best of intentions, yet many of us know that we have much work to do. Not surprising then, in roughly four short decades, we have welcomed the children of the children who pioneered as the first students in the early immigrant- established schools and a good number of them have returned as licensed educators. We are grateful for that beginning and the natural transitions. We ask Allah's blessings upon the founders and teachers who tirelessly established schools for Muslims in the Western world. We look now, to a future we may never live in.
Erfasst von	Leibniz-Institut für Bildungsmedien \| Georg-Eckert-Institut (GEI), Braunschweig
Update	2023/1