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Authors = Claire Alkouatli

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14 pages, 650 KiB  
Article
Sources of Wellbeing Amongst Saudi Arabian Women Academic Leaders: An Explorative Study
by Rasis Alanazi and Claire Alkouatli
Societies 2023, 13(4), 88; https://doi.org/10.3390/soc13040088 - 1 Apr 2023
Cited by 1 | Viewed by 2825
Abstract
Although Saudi Arabian women increasingly attain leadership positions in a national reform movement, few studies have examined their wellbeing during this time of cultural change. Contributing to filling this gap, we engaged ten Saudi women academic leaders in semi-structured interviews, inquiring into their [...] Read more.
Although Saudi Arabian women increasingly attain leadership positions in a national reform movement, few studies have examined their wellbeing during this time of cultural change. Contributing to filling this gap, we engaged ten Saudi women academic leaders in semi-structured interviews, inquiring into their perspectives on wellbeing. Three thematic sources of wellbeing—ecological building blocks, spiritual wellsprings, and eudaimonic motivations—highlight that these Saudi women leaders are drawing from varied sources, from skydiving or culturally unique iterations of ‘me time’ to socio-spiritual activities and relationships. The women identified stresses including balancing ageing parents and young children with their high-pressure positions and co-workers with outdated mindsets. Describing their work as social contributions, acts of worship, and charitable offerings of knowledge, the women’s voices counter stereotypes while illuminating culturally specific sources of wellbeing across life domains. Full article
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18 pages, 241 KiB  
Article
Pedagogies in Becoming Muslim: Contemporary Insights from Islamic Traditions on Teaching, Learning, and Developing
by Claire Alkouatli
Religions 2018, 9(11), 367; https://doi.org/10.3390/rel9110367 - 18 Nov 2018
Cited by 36 | Viewed by 10027
Abstract
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 [...] Read more.
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. Full article
(This article belongs to the Special Issue Islamic Education in Contemporary World: Traditions, Rearticulations & Transformation)
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