Suchergebnisse

"In recent times, there has been intense global interest on and scrutiny of Islamic education. In reforming Islamic schools, what are the key actions initiated and are they contested or negotiated by and among Muslims? This edited collection brings together leading scholars to explore current reforms in Islamic schools. Drawing together international case studies, Reforms in Islamic Education critically discusses the reforms, considering the motivations for them, nature of them and perceptions and experiences of people affected by them. The contributors also explore the tensions, resistance, contestations and negotiations between Muslims and non-Muslims, and among Muslims, in relation to the reforms. Highlighting the need to understand and critique reforms in Islamic schools within broad historical, political and socio-cultural contexts, this book is a valuable resource for academics, policymakers and educators"--

On August 3, 1985 the Minister of Education, Beshir Haj el Tom, opened the sessions of a four-day conference on "Islamic Education Lessons" organised by the Islamic African Centre (IAC) in Khartoum. Among the main participants were figures from the IAC, University of Khartoum, University of Gezira, Omdurman Islamic University and Bakht el Ruda Institute. Papers discussed covered a variety of issues, namely: the goals of the educational process, the role of Islamic education in achieving these goals, the syllabus and the surrounding environment. (DÜI-Asd)

Struggling for control : indoctrination and Jihad -- (De)constructing an indoctrinatory tradition -- Indoctrination in formal education : the case of Pondok Pesantren Islam Al Mukmin -- Indoctrination in non-formal and information education : the case of Jemaah Islamiyah -- Weaving a different net : an educative tradition -- Islamic schools in Indonesia : Islam with a smiling face? -- Whither religious pluralism, strong rationality, and strong autonomy? -- Beyond indoctrination : towards educative Muslim traditions

Islamic basic religious instruction (mektebs) and Islamic secondary schools (medresas) have flourished in socialist Yugoslavia since the 1960s, and a Faculty of Islamic Theology was opened in Sarajevo in 1977. Following the violent dissolution of Yugoslavia in the early 1990s, religious education classes, placed under the responsibility of the main religious communities, have been introduced in 1994 into Bosnian primary and secondary schools. Since then, their confessional (separate) character has been a target of criticism. The international community and part of Bosnian civil society insist on replacing religious education by an inter-confessional subject called "Culture of Religions." At the same time, the Bosnian Islamic Community (Islamska zajednica - IZ) has opened several medresas and two Islamic Pedagogical Faculties, Medresas underwent an important transformation from vocational schools to general secondary schools with an Islamic moral milieu and lifestyle, while Islamic faculties are institutions training religious personnel and contributing to the (re-)definition of Islam in Bosnia and, possibly, in Europe. Adapted from the source document.

"Islamic basic religious instruction (mektebs) and Islamic secondary schools (medresas) have flourished in socialist Yugoslavia since the 1960s, and a Faculty of Islamic Theology was opened in Sarajevo in 1977. Following the violent dissolution of Yugoslavia in the early 1990s, religious education classes, placed under the responsibility of the main religious communities, have been introduced in 1994 into Bosnian primary and secondary schools. Since then, their confessional (separate) character has been a target of criticism. The international community and part of Bosnian civil society insist on replacing religious education by an inter-confessional subject called 'Culture of Religions'. At the same time, the Bosnian Islamic Community (Islamska zajednica - IZ) has opened several medresas and two Islamic Pedagogical Faculties. Medresas underwent an important transformation from vocational schools to general secondary schools with an Islamic moral milieu and lifestyle, while Islamic faculties are institutions training religious personnel and contributing to the (re-)definition of Islam in Bosnia and, possibly, in Europe." (author's abstract)

Since the 1970s, movements aimed at giving Muslim women access to the serious study of Islamic texts have emerged across the world. In this book, Masooda Bano argues that the creative spirit that marked the rise and consolidation of Islam, whereby Islam inspired serious intellectual engagement to create optimal societal institutions, can be found within these education movements. Drawing on rich ethnographic material from Pakistan, northern Nigeria and Syria, Bano questions the restricted notion of agency associated with these movements, exploring the educational networks which have attracted educated, professional and culturally progressive Muslim women to textual study, thus helping to reverse the most damaging legacy of colonial rule in Muslim societies: the isolation of modern and Islamic knowledge. With its comparative approach, this will appeal to those studying and researching the role of women across Africa, the Middle East and South Asia, as well as the wider Muslim world.

Functionalization of Islamic education in Indonesia and Malaysia -- Overview of state functionalization of national education in Indonesia and Malaysia (late 1800s to present time) -- The two verandahs of Mecca : Islamic education in Aceh and Kelantan -- Image of tolerance : Islamic education in Nusa Tenggara Timur and Sarawak -- Fusing the sacred and the profane : integrated Islamic education in Indonesia and Malaysia