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.