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Islamic Studies in Australian Islamic Schools: Learner Voice

Centre for Islamic Thought and Education (CITE), Education Futures, University of South Australia, Adelaide SA 5001, Australia
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Religions 2020, 11(8), 404; https://doi.org/10.3390/rel11080404
Received: 29 June 2020 / Revised: 21 July 2020 / Accepted: 29 July 2020 / Published: 6 August 2020
(This article belongs to the Special Issue Contemporary Critical Perspectives on Islamic Education)
This paper provides insight into senior secondary learners’ views on Islamic Studies (IS) in three large Australian Islamic schools. This study offers a ‘dialogic alternative’ of ‘speaking with’ rather than ‘speaking for’ learners in Islamic educational research, planning, and renewal within K-12 Islamic schools. The study privileges learners’ voice and enables an insight to their experience with one of the most important features of Islamic schools—Islamic Studies. Using phenomenology as a methodological framework, learner voice was elicited through focus groups where 75 learners (years 10, 11, and 12) provided information describing their experience with Islamic Studies. Thematic content analysis of the textual data suggests that learners’ dissatisfaction far outweighs their satisfaction with Islamic Studies. The findings of this paper can benefit Islamic schools in Australia and other Western contexts. View Full-Text
Keywords: Islamic Studies; Australia; Islamic schools; renewal; student; learner; voice Islamic Studies; Australia; Islamic schools; renewal; student; learner; voice
MDPI and ACS Style

Abdalla, M.; Chown, D.; Memon, N. Islamic Studies in Australian Islamic Schools: Learner Voice. Religions 2020, 11, 404. https://doi.org/10.3390/rel11080404

AMA Style

Abdalla M, Chown D, Memon N. Islamic Studies in Australian Islamic Schools: Learner Voice. Religions. 2020; 11(8):404. https://doi.org/10.3390/rel11080404

Chicago/Turabian Style

Abdalla, Mohamad, Dylan Chown, and Nadeem Memon. 2020. "Islamic Studies in Australian Islamic Schools: Learner Voice" Religions 11, no. 8: 404. https://doi.org/10.3390/rel11080404

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