Next Article in Journal
Introduction to “Current Trajectories in Global Pentecostalism: Culture, Social Engagement, and Change”
Next Article in Special Issue
Memorising and Reciting a Text without Understanding Its Meaning: A Multi-Faceted Consideration of This Practice with Particular Reference to the Qur’an
Previous Article in Journal
Intertwined Sources of Buddhist Modernist Opposition to Ritual: History, Philosophy, Culture
Previous Article in Special Issue
Critical Issues in Islamic Education Studies: Rethinking Islamic and Western Liberal Secular Values of Education
Open AccessArticle

Pedagogies in Becoming Muslim: Contemporary Insights from Islamic Traditions on Teaching, Learning, and Developing

Educational and Counselling Psychology, and Special Education, University of British Columbia, 2125 Main Mall, Vancouver, BC V6T 1Z4, Canada
Religions 2018, 9(11), 367; https://doi.org/10.3390/rel9110367
Received: 17 September 2018 / Revised: 13 November 2018 / Accepted: 15 November 2018 / Published: 18 November 2018
In light of calls to examine, elaborate, and improve pedagogies in teaching and learning Islam, thematic analysis was conducted on literature in English on pedagogies derived from the primary-source texts, the Qur’an and Sunnah. Three themes were constructed, each capturing a distinct pedagogic principle, to suggest an expansive framework of principled, flexible, situated, holistic, and transformative pedagogies. First, Relational Pedagogies center learning and developing in warm human relationships. Second, Pedagogies of Mutual Engagement include doing, speaking, and inquiring together in participatory processes of making meaning. Third, Pedagogies of Conscious Awareness aim to make visible purposes, reasons, and principles behind Islamic practices. These three themes were then used as sensitizing concepts in examining data gathered in a sociocultural study on Muslim educators’ perspectives and practices at a mosque school in Canada. Reflections of the themes in the data—and contradictions—suggest that educators passionately but partially draw from primary-source pedagogies to inform their praxis in a pedagogic diaspora where interpretation and application vary. Further research is required to examine whether the developmental potential of these primary-source pedagogies might be optimized when they are employed together, as a balanced group, and how they might address pedagogical criticisms in teaching and learning Islam. View Full-Text
Keywords: Islamic pedagogy; Islamic education; sociocultural theory; critical faith-based epistemology; pedagogies; Muslim educators Islamic pedagogy; Islamic education; sociocultural theory; critical faith-based epistemology; pedagogies; Muslim educators
MDPI and ACS Style

Alkouatli, C. Pedagogies in Becoming Muslim: Contemporary Insights from Islamic Traditions on Teaching, Learning, and Developing. Religions 2018, 9, 367.

Show more citation formats Show less citations formats
Note that from the first issue of 2016, MDPI journals use article numbers instead of page numbers. See further details here.

Article Access Map by Country/Region

1
Search more from Scilit
 
Search
Back to TopTop