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This book demonstrates why and how it is necessary to redesign
Islamic Education curriculum in the K-12 sector globally. From
Western public schools that integrate Muslim perspectives to be
culturally responsive, to public and private schools in Muslim
minority and majority contexts that teach Islamic studies as a core
subject or teach from an Islamic perspective, the volume highlights
the unique global and sociocultural contexts that support the
disparate trajectories of Islamic Education curricula. Divided into
three distinct parts, the text discusses current Islamic education
curricula and considers new areas for inclusion as part of a
general renewal effort that includes developing curricula from an
Islamic worldview, and the current aspirations of Islamic education
globally. By providing insights on key concepts related to teaching
Islam, case studies of curriculum achievements and pitfalls, and
suggested processes and pillars for curriculum development,
contributors present possibilities for researchers and educators to
think about teaching Islam differently. This text will benefit
researchers, doctoral students, and academics in the fields of
secondary education, Islamic education, and curriculum studies.
Those interested in religious education as well as the sociology
and theory of religion more broadly will also enjoy this volume.
This book demonstrates why and how it is necessary to redesign
Islamic Education curriculum in the K-12 sector globally. From
Western public schools that integrate Muslim perspectives to be
culturally responsive, to public and private schools in Muslim
minority and majority contexts that teach Islamic studies as a core
subject or teach from an Islamic perspective, the volume highlights
the unique global and sociocultural contexts that support the
disparate trajectories of Islamic Education curricula. Divided into
three distinct parts, the text discusses current Islamic education
curricula and considers new areas for inclusion as part of a
general renewal effort that includes developing curricula from an
Islamic worldview, and the current aspirations of Islamic education
globally. By providing insights on key concepts related to teaching
Islam, case studies of curriculum achievements and pitfalls, and
suggested processes and pillars for curriculum development,
contributors present possibilities for researchers and educators to
think about teaching Islam differently. This text will benefit
researchers, doctoral students, and academics in the fields of
secondary education, Islamic education, and curriculum studies.
Those interested in religious education as well as the sociology
and theory of religion more broadly will also enjoy this volume.
This book examines the concept of leadership from within the
Islamic worldview, exploring its meaning and various manifestations
through textual evidence from the two primary sources of Islam, The
Qur'an and hadith. Using this theoretical framework concurrent with
contemporary leadership theory, the authors scrutinise the
distinctive leadership dynamics of Islamic organisations within a
minority-Muslim context and a focus on Australia. Drawing on
empirical data gathered over four years, the nature of leadership
and its processes within this unique context is examined.
Leadership in Islam reconciles the problematic processes that exist
within Muslim organisational context and offers a set of measures
and strategies to improve leadership processes including enacting
leadership, enacting following, accommodating complexity, sense
making and embracing basics as the core processes. This book will
be beneficial for anyone who seeks to understand the meaning of
leadership in Islam, the way Islamic organisations operate, and the
way forward for improving leadership processes within an
Australian/Western context.
This book examines the concept of leadership from within the
Islamic worldview, exploring its meaning and various manifestations
through textual evidence from the two primary sources of Islam, The
Qur'an and hadith. Using this theoretical framework concurrent with
contemporary leadership theory, the authors scrutinise the
distinctive leadership dynamics of Islamic organisations within a
minority-Muslim context and a focus on Australia. Drawing on
empirical data gathered over four years, the nature of leadership
and its processes within this unique context is examined.
Leadership in Islam reconciles the problematic processes that exist
within Muslim organisational context and offers a set of measures
and strategies to improve leadership processes including enacting
leadership, enacting following, accommodating complexity, sense
making and embracing basics as the core processes. This book will
be beneficial for anyone who seeks to understand the meaning of
leadership in Islam, the way Islamic organisations operate, and the
way forward for improving leadership processes within an
Australian/Western context.
This book presents the views of leading scholars, academics, and
educators on the renewal of Islamic schools in the Western context.
The book argues that as Islamic schools in Western contexts have
negotiated the establishment phase they must next embrace a period
of renewal. Renewal relates to a purposeful synthesis of the
tradition with contemporary educational practice and greater
emphasis on empirical research substantiating best practices in
Islamic schools. This renewal must reflect teaching and learning
practices consistent with an Islamic worldview and pedagogy. It
should also inform, among other aspects, classroom management
models, and relevant and contextual Islamic and Arabic studies.
This book acquaints the reader with contemporary challenges and
opportunities in Islamic schools in the Western context with a
focus on Australia.
This book examines and critiques the theory of the decline of
Islamic science using the work of the fourteenth century
sociologist, Ibn Khaldun, and contemporary evidence in the fields
of mathematics, medicine and astronomy. The central argument of the
book is that after Ibn Khaldun there was a centuries long gap in
which even excellent historians of science used simple, dismissive
terms and concepts defined by a limited, but highly persistent,
bundle of interpretative views with a dominant theme of decline.
The book assesses the logic and empirical accuracy of the decline
theory and investigates some procedural and social-physiological
factors that may have given rise to inadequacies in understanding
the fate of Islamic science after the eleventh century. It also
attempts to construct an intellectual model for the fate of Islamic
science, one that examines the cultural environment and the
interactions among different cultural dynamics at work.
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