© 2018 – Routledge (Monograph (DRM-Free))
276 pages | 8 B/W Illus.
Why is there a need to rethink madrasah education? What is the positioning of Muslims in contemporary society, and how are they prepared? What is the role of the ulama in the reform process? This book explores these questions from the perspective of madrasah education and analyses curricular and pedagogic innovations in Islamic faith-based education in response to the changing place of Islam in a globalised world. It argues for the need for madrasahs to reconceptualise education for Muslim children. Specifically, it explores the problems and challenges that come with new knowledge, biotechnological advancement and societal transformation facing Muslims, and to identify the processes towards reformation that impinge on the philosophies (both Western and Islamic), religious traditions and spirituality, learning principles, curriculum, and pedagogy. This book offers glimpses into the reform process at work through contemporary examples in selected countries.
Introduction (Mukhlis Abu Bakar)
Part I: SOCIAL, POLITICAL AND CULTURAL CONTEXTS
1. Challenges to madrasah education in contemporary Muslim societies (Noor Aisha Abdul Rahman)
2. State, community and madrasah reform in India (Arshad Alam)
3. Resistance to reform? The Pakistani madaris in historical and political perspective (Christopher Candland)
4. Modernising madrasah education: The Singapore ‘national’ and the global (S. Gopinathan)
5. Muslim schools in Britain: Between mobilisation and incorporation (Nasar Meer and Damian Breen)
Part II: CURRICULUM AND PEDAGOGY
6. Reconceptualising madrasah education: Towards a radicalised imaginary (Yusef Waghid)
7. Developing Shakhṣiyah Islāmīyah: Personalised character education for British Muslims (Farah Ahmed and Tahreem Sabir)
8. Integrating an Islamic Studies curriculum in both religious and secular classrooms in an American school (Habeeb Quadri)
9. Integrated and holistic Islamic education curriculum: The Singapore madrasah model (Farah Mahamood Aljunied and Albakri Ahmad)
10. The Islamic Studies education curriculum of Malaysian national schools: A study of its philosophy and content (Rosnani Hashim)
Part III: ISSUES IN EDUCATIONAL REFORMS
11. Policy borrowing in madrasah education: The Singapore experience (Charlene Tan and Diwi Binti Abbas)
12. Curriculum reform in the Indonesian madrasah: The position of madrasah in the post-independence’s education system (Raihani)
13. Development of Madrasah Education in Bosnia and Herzegovina (Dina Sijamhodžić-Nadarević)
14. Reform in madrasah education: The South Africa experience (Yusef Waghid)
15. Madrasah education and Muslim communities in Hong Kong (Wai-Yip Ho)
In Asia, schooling, teaching and learning are undergoing major changes as a consequence of wider economic, social, cultural and political movements. The success of some Asian countries in international education benchmarks has redirected attention to the region. This is counterbalanced by other countries that are struggling to educate their citizens in the midst of political instability, ideological and religious tensions, poverty and natural disasters. In spite of such broad differences across countries in Asia, pioneering and innovative research is being conducted that is of increasing interest to researchers, practitioners, policymakers, and governments worldwide.
The Routledge Critical Studies in Asian Education book series will examine key theoretical and empirical research on the changing institutional and cultural contexts of Asian education. The series aims to establish a strong platform for the critical discussion of educational practices and pedagogies in Asia, and is open to Asian and international researchers with a focus on the region. Interdisciplinary research is welcomed, including education, social sciences, psychology, organisational studies, economics, history, political science, cultural studies, and language and literacy.