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The spirit of Islamic education will not be understood without understanding its position in the context of the concept of Islamism itself. The issue of education is the decisive factor for the development of the nation. It is a top priority to implement it because, until now, Muslims have been very late in the field of education. Therefore, some of the parents, teachers, and members of the Indonesian community, many of them complain and warn that the content of religious education has not received sufficient attention from the government. The type of this research is descriptive research with a desk study approach. Based on the topic, explanation, and analysis, as mentioned in the conclusion of this research, the researcher provides a summary, which is on the following pillars: The concept of Islamic education is the formation and formation of an integrated Muslim human being in all its various aspects. The goals of Islamic education are to build a complete human being by developing the intellectual, spiritual, physical, avoid, cognitive, and behavioral issues. Education reaches the goal successfully, provided that the teacher and learner take into account descriptions, etiquette, and effort. HRD Indonesia, especially for the Muslim Ummah, is the correct answer. Islamic education is one of the possible development paths and is necessary because it is understood that education is an essential component in the development of human resources.

This book explores the problematic relationship between education, social justice and the State, against the background of comparative education research. The book critiques the status quo of stratified school systems, and the unequal distribution of cultural capital and value added schooling. The authors address one of today's most pressing questions: Are social, economic and cultural divisions between the nations, between school sectors, between schools and between students growing or declining?

Intro -- Foreword: Multilingualism and Dominant Language Constellation -- Reference -- Acknowledgement -- Contents -- About the Editors -- About the Contributors -- Introduction: The Dominant Language Constellations: A New Perspective on Multilingualism -- 1 About This Volume -- References -- Part I: Current Developments of DLC -- Dominant Language Constellations as an Approach for Studying Multilingual Practices -- 1 Introduction -- 2 Approaches in Social Sciences Illuminating Current Multilingualism -- 2.1 Complexity -- 2.2 Longue Durée -- 3 Dominant Language Constellation (DLC) -- 3.1 How to Define which Languages Constitute a DLC? -- 3.2 DLC as a Unit of Analysis of the Current Multilingual Practices -- 4 Conclusions -- References -- A Meeting of Concepts and Praxis: Multilingualism, Language Policy and the Dominant Language Constellation -- 1 Introduction: Concepts and Praxis -- 2 DLC: Concept and Characteristics -- 3 Multilingualism: Spread and Description -- 4 Language Policy and the DLC -- 5 Extending the DLC -- 6 In Conclusion -- References -- Where DLC Meets Multilingual Syntactic Development -- 1 Introduction -- 2 Research Agenda for Multilingualism -- 3 Some Assumptions -- 4 The Initial State in Multilingual Language Development -- 4.1 Some Historical Background -- 4.2 Multilingual Acquisition Models and the Initial State -- 5 The Initial State of Multilingual Acquisition: A Proposal -- References -- Shifting and Multi-layered Dominant Language Constellations in Dynamic Multilingual Contexts: African Perspectives -- 1 Introduction -- 2 Early Migration and Multilingualism in Zambia -- 3 The Current Language Situation in Zambia -- 4 DLCs, Language Zoning and Provincial Languages of Wider Communication -- 5 The Impact of Language Zoning on DLC -- 6 DLCs and Print and Online Media -- 7 DLCs and National Radio Broadcasts.