| Title | Author | Year | Add to Folder |
| The influence of faith and values on Islamic school leaders' perspectives of leadership.
| Striepe, Michelle | 2016 |
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Title: The influence of faith and values on Islamic school leaders' perspectives of leadership.
Author(s): Striepe, Michelle |
Journal Details: Leading & Managing v.22 n.1 p.19-35
Published: Autumn/Winter 2016
ISSN: 1329-4539
Abstract: Investigations which examine faith-based school leaders' perspectives on educational leadership are limited in number and rarely focus on the perspectives of Islamic school leaders. This article reports the findings of an Islamic case study which was part of a larger investigation that aimed to uncover members of faith-based school management teams' perspectives on educational leadership. In this study four qualitative data collection methods, including concept mapping and semi-structured interviews, were employed to develop insights into the members' perspectives. This article examines the findings which indicate the extent to which the members' perspectives were influenced by their beliefs and values. It was found that these beliefs and values were underpinned by the members' personal faith and the school's affiliated faith. In doing so, the study and its findings can enhance current understandings of educational leadership by highlighting its spiritual aspects and the influence of personal contextual factors on leaders' perspectives. [Author abstract]
URL (conditional access) : http://library.acer.edu.au/document/?document_id=212044
Record No: 212044 From EdResearch online
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| Muslim students' cultural and religious experiences in city, suburban and regional university campuses in NSW, Australia.
| Possamai, Adam
Dunn, Kevin
Hopkins, Peter
Worthington, Lisa
Amin, Faroque | 2016 |
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Title: Muslim students' cultural and religious experiences in city, suburban and regional university campuses in NSW, Australia.
Author(s): Possamai, Adam | Dunn, Kevin | Hopkins, Peter | Worthington, Lisa | Amin, Faroque |
Journal Details: Journal of Higher Education Policy and Management v.38 n.6 p.637-648
Published: December 2016
ISSN: 1360-080X
Abstract: Although there has been much research about the growing ethnic and religious diversity on university campuses across the world, relatively little is known about the religious and cultural experiences of Muslim students on university campuses in Australia. We draw upon an analysis of a questionnaire that was completed by 323 Muslim students who were studying at universities in the state of New South Wales, Australia. While we argue that these places are post-secular, we discovered that city campuses tend to be more secular than regional and suburban ones. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1080/1360080X.2016.1211950
Record No: 213315 From EdResearch online
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| Quebec educational system and the Muslim community : why do some muslim parents opt for islamic schools?
| Tiflati, Hicham | 2016 |
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Title: Quebec educational system and the Muslim community : why do some muslim parents opt for islamic schools?
Author(s): Tiflati, Hicham |
Journal Details: Journal of Religious Education v.64 n.1 p.59-71
Published: April 2016
ISSN: 1442-018X
Abstract: This inquiry investigates Muslim parents' perceptions and experiences with public and Islamic education in Montreal. It examines how the public educational system is contributing, or not, to creating unity and harmony among future citizens. It also assesses parents' rights to educate their children at the schools of their choice. A number of previous studies have covered Muslim students' experiences with both the public and the Islamic school. None of these studies, however, looked specifically at Muslim parents' experiences and perceptions with both sectors. This paper aims (1) to shed light on the history of public schooling in Quebec, (2) to assess the factors behind the choice of the school, and (3) to contribute to debates on questions related to public and religious education in Quebec. We will show that important questions related to reasonable accommodations, to neutrality in public schools, and to the politics of harmonization in education need to be addressed. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1007/s40839-016-0029-x
Record No: 215134 From EdResearch online
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| 'This above all ...' : The place of ethics in English teaching.
| Misson, Ray | 2016 |
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Title: 'This above all ...' : The place of ethics in English teaching.
Author(s): Misson, Ray |
Journal Details: English in Australia v.51 n.1 p.9-17
Published: 2016
ISSN: 0155-2147
Abstract: Much of English teaching, whether it be mounting an argument on a social issue, analysing media, or developing a critical reading of a novel or film, implies an ethical stance. This article considers the relationship between ethics, belief and ideology. After looking, within a Lacanian framework, at the ways in which particular beliefs are made part of one's identity/subjectivity in such phenomena as Islamic radicalisation, it considers in what ways subject English might intervene in (or support) this process. It then looks at the basis of ethics in the strategies of English teaching. An argument is made for the importance of a conscious (if flexible) ethical position underpinning the work in English classrooms. [Author abstract]
URL (open access) : https://www.aate.org.au/documents/item/1114
URL (conditional access) : http://library.acer.edu.au/document/?document_id=213574
Record No: 213574 From EdResearch online
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| Intercultural teaching in the Arab Gulf region : making a case for paedagogy that takes into account the epistemic context and the scholastic traditions of Muslim students.
| Diallo, Ibrahima | 2012 |
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Title: Intercultural teaching in the Arab Gulf region : making a case for paedagogy that takes into account the epistemic context and the scholastic traditions of Muslim students.
Author(s): Diallo, Ibrahima |
Journal Details: International Journal of Pedagogies and Learning v.7 n.3 p.211-217
Published: December 2012
ISSN: 1833-4105
Abstract: Since its appearance in the 1960s as an independent academic discipline, intercultural teaching in the field of languages has enjoyed great success. This is in some way connected to the dominance of European languages in international communication (notably in the fields of education and research, business and finance, sport and entertainment, etc.). European languages (e.g., English and French) are taught in all corners of the globe and considerable (interdisciplinary and cross-disciplinary) research is conducted to improve the teaching of these languages. However, in the Arab-Muslim context of the Gulf countries, the implementation of intercultural teaching theories often finds itself at odds with local cultures and values because these theories can be perceived as a subtle medium for the expansion of Western socio-cultural values and lifestyles. The main reason for this is that these theories are developed, designed, and destined primarily for students from a liberal and secular background. Teaching European languages and cultures to Arab-Muslim students of the Gulf highlights the difficulties involved in the implementation of intercultural teaching. This article gives an overview of intercultural teaching and analyses the challenges it faces. It also makes a case for a pedagogy that takes into account the epistemic context and the scholastic traditions of the Muslim students living and socialising in the Gulf countries. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.5172/ijpl.2012.7.3.211
Record No: 207782 From EdResearch online
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| Teaching abstract concepts to deaf adults through the sense of touch.
| Ghari, Zohreh | 2012 |
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Title: Teaching abstract concepts to deaf adults through the sense of touch.
Author(s): Ghari, Zohreh |
Journal Details: International Journal of Holistic Education v.1 n.1 p.101-111
Published: 2012
ISSN: 1839-7107
Abstract: When we consider the valuable role of touch in a human's development and as a 'subtle and sensitive medium of expression for communication with others', it seems appropriate and even necessary to apply it to various aspects of life, including the understanding of intentions and concepts. The particular focus of the present study is the use of touch in the education of the deaf. Due to their difficulty in understanding abstract concepts, the deaf are often deficient in areas such as reading and writing. The author argues in this paper that while the education of touch should be a normal element of any education program, it is especially critical in the education of the deaf. While the research study described in this paper focuses on the use of touch in teaching abstract concepts to deaf adults, it has much wider implications. [Author abstract]
URL (open access) : http://www.holisticed.org.au/index.php/IJHE/article/download/6/pdf
Record No: 198254 From EdResearch online
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| Teaching in higher education institutions in Algeria : a class of paedagogies?
| Miliani, Mohammed | 2012 |
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Title: Teaching in higher education institutions in Algeria : a class of paedagogies?
Author(s): Miliani, Mohammed |
Journal Details: International Journal of Pedagogies and Learning v.7 n.3 p.218-226
Published: December 2012
ISSN: 1833-4105
Abstract: Algerian teaching teachers, like their counterparts in most Muslims countries, face a pedagogical dilemma between, on the one hand, Islamic traditional pedagogy, on the other, Western pedagogy. This article shows to what extent Islamic pedagogy has impacted on teachers' pedagogy in Algerian universities despite efforts to keep up with modern teaching theories. It shows also that Algerian teacher's folk pedagogy, mostly based on traditional practices, influences teaching. Given this context, teachers have developed a hybrid pedagogy based on improvisation and their folk pedagogy in the absence of a formal training scheme. In this apparent clash of pedagogy, the article argues for a cross-cultural pedagogy. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.5172/ijpl.2012.7.3.218
Record No: 207783 From EdResearch online
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| Beyond the social imaginary of 'clash of civilizations'?
| Rizvi, Fazal | 2011 |
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Title: Beyond the social imaginary of 'clash of civilizations'?
Author(s): Rizvi, Fazal |
Journal Details: Educational Philosophy and Theory v.43 n.3 p.225-235
Published: April 2011
ISSN: 0013-1857
Abstract: In recent years, the notion of a 'clash of civilizations', first put forward by Samuel Huntington in 1996, has been widely used to explain the contemporary dynamics of geo-political conflict. It has been argued that the fundamental source of conflict is no longer primarily ideological, or even economic, but cultural. Despite many trenchant and largely debilitating academic critiques of Huntington's argument, the popular appeal of the 'clash of civilizations' thesis remains undiminished. In many parts of the world, the binary it describes is often taken to be self-evident, especially after the tragic events of September 11. This paper uses Charles Taylor's 2004 framework of 'social imaginary' as well as Hans Blumenberg's 1984 idea of 'political myth' to understand the popular appeal of the idea of civilisational conflict, and suggests that this appeal is unlikely to be punctured by theoretical arguments alone, but by an equally plausible political narrative located in an alternative social imaginary, acquired through cosmopolitan learning. [Author abstract, ed]
URL (conditional access) : http://dx.doi.org/10.1111/j.1469-5812.2009.00593.x
Record No: 185382 From EdResearch online
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| The 'changing same' of an 'in-between' generation : negotiating identities through space, place and time.
| Haw, Kaye | 2011 |
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Title: The 'changing same' of an 'in-between' generation : negotiating identities through space, place and time.
Author(s): Haw, Kaye |
Journal Details: Discourse v.32 n.4 p.565-579
Published: October 2011
ISSN: 0159-6306
Abstract: This paper presents the 'everydayness' of a particular group of young Muslim women and their families as they dance between a range of contradictory and shifting discourses. Through an analysis situated between the social and the cultural, the paper argues that as an 'in-between' generation these young women are now part of communities who are re-constructing their identities in response to what is happening around them. Through their re-contextualisation of Islam as they de-contextualise it from their parent's cultural investments, they have become 'more confident to be seen as Muslim'. However, they are often in a dialogue with their own children and parents, as to what constitutes being Muslim in Britain and in contention with those, who often through the mass media, seek to homogenise them as Muslims, and then label them. The analysis uses the notion of a 'mythic feedback loop' as a heuristic device to link thinking, feeling and action and 'mythcourse' as a way of tracing the trajectory of these loops and mapping these inter-generational shifts. The themes threading through the paper are ones of a 'changing same' and 'in-betweenness' which are used to explore the nexus of religion, culture, identities and education to re-engage with debates around multiculturalism, majority and minority identities, democratic renewal and active citizenship. [Author abstract, ed]
URL (conditional access) : http://dx.doi.org/10.1080/01596306.2011.601553
Record No: 188524 From EdResearch online
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| Developing critical thinking through the discussion of controversial issues : case studies from Indonesia and Australia.
| Hanurawan, Fattah
Waterworth, Peter | 2011 |
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Title: Developing critical thinking through the discussion of controversial issues : case studies from Indonesia and Australia.
Author(s): Hanurawan, Fattah | Waterworth, Peter |
Journal Details: Social Educator v.29 n.2 p.12-21
Published: October 2011
ISSN: 1328-3480
Abstract: This paper explores teachers' perceptions about developing critical thinking in students through discussing controversial issues. This project sought to explore the understandings and processes used by four teachers in Australia and Indonesia on their use of controversial discussions in everyday teaching. Data were collected using guided interviews and analysed by a thematic analysis. Analysis was validated by feedback from the subjects. The research found that there were variations in Indonesian and Australian case study teachers' perceptions about developing critical thinking in students through discussing controversial issues. The educational, political and ideological context in which teachers taught was a major determinant of the purposes and use of controversial discussions. Adequate pre-service and in-service training was necessary to provide teachers with the confidence and skill to open up discussion of difficult and divisive community issues. The creation of a classroom climate where acceptance of diverse opinion and of the value of discursive and objective analysis in discussion was highly valued was seen as fundamental to establishing classrooms that would enhance the democratic ideal. [Author abstract]
URL (conditional access) : http://library.acer.edu.au/document/?document_id=189290
Record No: 189290 From EdResearch online
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| Discourses in Islamic educational theory in the light of texts and contexts.
| Lahmar, Fella | 2011 |
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Title: Discourses in Islamic educational theory in the light of texts and contexts.
Author(s): Lahmar, Fella |
Journal Details: Discourse v.32 n.4 p.479-495
Published: October 2011
ISSN: 0159-6306
Abstract: The historical variety, richness and complexity of Islamic educational tradition raise questions concerning the underlying reasons for this diversity. It therefore becomes important to explore the debates that British Islamic schools draw upon to understand their educational aims as well as any future directions that they may take. This paper firstly, gives an overview of the institutional contexts of Islamic education and how they are linked to contemporary types of Islamic schools in Britain. Secondly, it provides a sketch of the attempts made towards the development of an effective Islamic curriculum based on debates around educational aims and learning priorities. Consequently, the paper has three main sections. The first gives a brief description of Islamic educational institutions up to the present day. The second part traces the evolution of theory in Islamic education and highlights its path through different contexts. The third section interweaves the contemporary and historical threads present in the educational discourses in British Islamic schools. In so doing, the paper suggests that development in the curriculum and the structure of Islamic schooling is continuously adjusting to the available contextual knowledge and educational structures, and the British context is no exception. [Author abstract, ed]
URL (conditional access) : http://dx.doi.org/10.1080/01596306.2011.601548
Record No: 188529 From EdResearch online
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| Global questions in the classroom : the formulation of Islamic religious education at Muslim schools in Sweden.
| Berglund, Jenny | 2011 |
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Title: Global questions in the classroom : the formulation of Islamic religious education at Muslim schools in Sweden.
Author(s): Berglund, Jenny |
Journal Details: Discourse v.32 n.4 p.497-512
Published: October 2011
ISSN: 0159-6306
Abstract: This paper focuses on the formulation of Islamic religious education (IRE) at two Swedish Muslim schools where fieldwork was conducted in 2005-2008. Its aim is to contribute knowledge to ways in which IRE is formed as a confessional school subject within the framework and under the jurisdiction of the Swedish school system. Even though the general content of the classrooms was fundamentally the same, specific variations were clearly evident. The paper shows that global discussions on matters such as 'authentic Islam', gender inequality, and Muslim minority life have influenced the teaching that has been offered in these classrooms. These discussions have developed out of the many ways in which contemporary Muslims can choose to express their faith. And although each teacher deals with these issues in her own unique way, they all attempt to connect them to the students' situation as Muslims in Swedish society as well as to the national curriculum and local school syllabi. This leads to the concept of glocalisation, meaning that just as local conditions adapt to the influences of the global, so do global influences adapt to the conditions of the local. The paper demonstrates how the influences of interpretative tradition, local school context, situational perceptions and globally discussed issues work together to affect the content of IRE, meaning the type of interpretation of Islam that is provided in these schools. [Author abstract, ed]
URL (conditional access) : http://dx.doi.org/10.1080/01596306.2011.601549
Record No: 188530 From EdResearch online
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| Pedagogic discourses and imagined communities : knowing Islam and being Muslim.
| Thobani, Shiraz | 2011 |
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Title: Pedagogic discourses and imagined communities : knowing Islam and being Muslim.
Author(s): Thobani, Shiraz |
Journal Details: Discourse v.32 n.4 p.531-545
Published: October 2011
ISSN: 0159-6306
Abstract: Academic disciplines in the school curriculum which engage explicitly with cultural identities pose a major dilemma for liberal, pluralist societies seeking to foster the dual imperatives of diversity education and social cohesion. This paper uses the case of Islam as school knowledge to analyse the relations between political stances and symbolic constructions in English religious education. For this purpose, the study applies an interdisciplinary theoretical framework, integrating diachronic concepts of the nation-state with cultural recontextualisation theory from the sociology of the curriculum. [Author abstract, ed]
URL (conditional access) : http://dx.doi.org/10.1080/01596306.2011.601551
Record No: 188522 From EdResearch online
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| Power discourse and educational policy in Pakistan : challenges for a developing society in the era of globalization.
| Talbani, Aziz | 2011 |
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Title: Power discourse and educational policy in Pakistan : challenges for a developing society in the era of globalization.
Author(s): Talbani, Aziz |
Journal Details: Education and Society v.29 n.2&3 p.21-37
Published: 2011
ISSN: 0726-2655
Abstract: The article examines the ideological forces that are influencing educational policies and curriculum debates in Pakistan. In Pakistan, ideology dominates education and addressing contemporary global economic and cultural challenges are not a priority. As a result, the government of Pakistan has failed to address the economic woes of people, consequently, poverty, illiteracy, crimes have increased. These conditions have added to already worsening plight of education, which is focused on religious ideology and not on preparing students for the job market or to face changing global society. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.7459/es/29.23.03
Record No: 192540 From EdResearch online
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| Smart Schools for saving the soul : a juxtaposition of neofundamentalist and neoliberal discourse concentrations in contemporary Malaysia.
| Thomas, Michael K.
Nayan, Rohany | 2011 |
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Title: Smart Schools for saving the soul : a juxtaposition of neofundamentalist and neoliberal discourse concentrations in contemporary Malaysia.
Author(s): Thomas, Michael K. | Nayan, Rohany |
Journal Details: Discourse v.32 n.4 p.513-529
Published: October 2011
ISSN: 0159-6306
Abstract: This paper reports on an analysis of public documents produced by the government of Malaysia for the purpose of guiding the enactment of educational technology efforts in Malaysia. The analysis explores the concentration of discourses that make possible certain framings of technology in educational contexts that seek to act upon the notions of citizenship and identity among Muslims in Malaysia. Using the lenses of neofundamentalism and neoliberalism and leveraging analysis methods from the grounded theory methodological tradition, this study examined the ways the Malaysian government works on constructing the identities of its young Muslim citizenry by way of policy initiatives for the implementation of educational technologies. Sixteen documents produced and published by the Malaysian government served as the data for the analysis. Findings indicate that a neofundamentalist governmental rhetoric insists on looking to the past nostalgically and to non-rational textual hermeneutics for interpretations of Islam. At the same time, neoliberalism underpins discourses on educational technology and 'wealth-making' contemporary discourses on education and particularly educational technology. This produces a situation in which contemporary Malaysian government citizen work is locked in a crisis of bilateral nostalgia whereby a technology-rich and materially wealthy future is anticipated simultaneously with a longing for an Islamic civilization rooted in past traditionalisms and spiritualities. The Malaysian government then works a form of alchemy to manage this ironic tension. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1080/01596306.2011.601550
Record No: 188531 From EdResearch online
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| Constructing citizenship in Jordan : global and local influences shaping the national narrative in the Education Reform for Knowledge Economy (ERfKE) era.
| Kubow, Patricia K. | 2010 |
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Title: Constructing citizenship in Jordan : global and local influences shaping the national narrative in the Education Reform for Knowledge Economy (ERfKE) era.
Author(s): Kubow, Patricia K. |
Journal Details: World Studies in Education v.11 n.1 p.7-20
Published: 2010
ISSN: 1441-340X
Abstract: Jordan, a small and less affluent economy in the Middle East, is a politically moderate Arab state that carefully navigates relations between Saudi Arabia, Iraq, Syria and Israel. In 2003, the Education Reform for Knowledge Economy (ERfKE) program was launched in Jordan in an effort to equip students with knowledge and technological skills to compete in an increasingly unpredictable labour market. To realise the vision of King Abdullah II to modernise Jordan's society, formal education is considered the catalyst for developing students' workplace readiness and critical thinking to spur economic development and to advance security and stability in the region. This article examines some of the global and local influences shaping citizen identity and fashioning the national narrative during the present knowledge economy reform era in Jordan. The constructions of citizenship that emerge from this analysis are neither universal nor indigenous, but reveal a citizen-subject nested in a complex 'web of sociality' involving allegiances to family, religion, and the nation-state. The patriarchal relationships of the post-colonial state implicate its role in balancing modernity alongside tradition and Islam, cultural markers associated with Arab identity. [Author abstract]
URL (conditional access) : https://doi.org/10.7459/wse/11.1.03
Record No: 185365 From EdResearch online
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| The Islamic turn in Australia and the Christian West.
| Pascoe, Robert | 2010 |
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Title: The Islamic turn in Australia and the Christian West.
Author(s): Pascoe, Robert |
Journal Details: Education and Society v.28 n.3 p.51-70
Published: 2010
ISSN: 0726-2655
Abstract: This article examines Muslims in Australia and their location in the intercultural dialogue. It is argued that cultural diversity and human rights are particularly relevant in future discourses regarding Muslims. It discusses the Islamic Turn as the increasing attention by Western civilisations in Islam, the Arab world and the Middle East, due to the representations of Islam in the events of September 11 and the London bombings. The Christian West view of Islam is discussed through discussion of scholarship and immigration pre- and post-September 11, as well as barriers to understanding Islam in Australian society. [Author abstract, ed]
URL (conditional access) : http://dx.doi.org/10.7459/es/28.3.04
Record No: 186136 From EdResearch online
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| Long journey to find their place.
| Karolia, Osman | 2010 |
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Title: Long journey to find their place.
Author(s): Karolia, Osman |
Journal Details: Independent Education Special issue p.20-21
Published: 2010
ISSN: 1320-9825
Abstract: This article is based on the author's paper at the Independent Education Union's Diversity Symposium. In it he argues that to understand Islamic schools today one must appreciate the long history of Islamic migration to Australia, evidence of which began with fishermen in the 15th and 16th century and the arrival of Muslim sailors and convicts during the British colonisation of the 18th and 19th centuries. Over the past three decades Muslim immigration to Australia has begun to occur in reasonably large numbers and these communities saw a need to promote opportunities for their children as well as ensuring the cultures, languages, traditions and faith of their forefathers were preserved. The first Islamic day school was opened in Australia in 1983 and more have followed, although they have often met with fierce opposition. Sydney alone now has more Islamic schools than all of France, Germany and the Netherlands combined and this is a reflection of government policy and the egalitarian nature of Australian society. In Australia we are fortunate that federal and state funding is available to all non-government schools. Almost none of the Islamic schools would be able to stay open without such funding. Independent schools from both faith and non-faith traditions contribute richly to Australian society and, like their state school counterparts, reflect the diversity of modern Australia. [Author abstract, ed]
URL (conditional access) : http://library.acer.edu.au/document/?document_id=183986
Record No: 183986 From EdResearch online
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| Orientalism in reporting religion : approaches to teaching journalism and Islam as a civilization.
| Merican, Ahmad Murad | 2010 |
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Title: Orientalism in reporting religion : approaches to teaching journalism and Islam as a civilization.
Author(s): Merican, Ahmad Murad |
Journal Details: Asia Pacific Media Educator n.20 p.163-175
Published: December 2010
ISSN: 1326-365X
Abstract: After years of discourse on the distortion of Islam by the media, this paper suggests that the link in understanding the (mis)representation of Islam is in the corpus of Orientalism. It argues that reporting on religions, or reporting on Islam, be adopted as critical components in the curricula of journalism education. It notes that in Malaysia, despite of proliferation of journalism/communication schools over more than three decades, there is no course on the reportage of religions/Islam. Such a course could be embedded in the historical contexts of encounters between the West and Islam and the assumption that the language of news and the language of religion are two incompatible paradigms. This paper calls for overcoming this incompatibility. In what has been neglected as an important component in intellectual production having spiritual and emotional ramifications, this paper argues for re-examining the conceptual and ontological aspects of the reportage of Islam/religion, the journalism curriculum and the intellectual production process in the university. [Author abstract]
URL (open access) : http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1322&context=apme
Record No: 185748 From EdResearch online
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| The politics of education policy borrowing and lending : a study of the 'Jordan model' of knowledge economy.
| Frey, Christopher J. | 2010 |
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Title: The politics of education policy borrowing and lending : a study of the 'Jordan model' of knowledge economy.
Author(s): Frey, Christopher J. |
Journal Details: World Studies in Education v.11 n.1 p.37-54
Published: 2010
ISSN: 1441-340X
Abstract: In 2003, the Hashemite Kingdom of Jordan initiated two major education reform projects: the Education Reform for Knowledge Economy (ERfKE) and the Jordan Education Initiative (JEI). With specific attention to JEI, this article argues that the 'policyscape' of Jordan, especially the major involvement of the U.S. in the reform project, is crucial to understanding the challenges associated with the project's implementation. Within this policyscape, Jordanian reformers claim ownership of the project while advocating for reforms within a 'global' discourse shaped largely by neoliberal orientations incongruent with existing practices in Jordan's schools. It is argued that JEI is fundamentally an economic development project that uses the country's education sector as a site of investment for the country's emerging Information and Communications Technology (ICT) sector. [Author abstract]
URL (conditional access) : https://doi.org/10.7459/wse/11.1.05
Record No: 185367 From EdResearch online
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| Teaching in an Islamic school.
| Turcinovich, Andrew | 2010 |
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Title: Teaching in an Islamic school.
Author(s): Turcinovich, Andrew |
Journal Details: Teacher n.215 p.70-71
Published: October 2010
ISSN: 1449-9274
Abstract: The author, a non-Muslim, teaches in an Islamic school - Ilim College in Melbourne. He was somewhat apprehensive when he first got the job but says he works with extremely generous and kind-hearted staff and students. Ilim's principal, Yusuf Kirca, sees the school's role is to reach out to and integrate with the broader community, and staff and students are valued as productive citizens and members of their wider community. The school participates in a 'mixed cultural program,' which involves schools of other religious denominations, as well as state schools. Schools like Ilim College are helping to enrich Australia and helping to correct some of the misperceptions some people have about the Muslim community. [Author abstract, ed]
URL (conditional access) : http://library.acer.edu.au/document/?document_id=186714
Record No: 186714 From EdResearch online
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| Muslim and Australian.
| Halford, B. | 2009 |
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Title: Muslim and Australian.
Author(s): Halford, B. |
Journal Details: Professional Educator v.8 n.1 p.44-47
Published: March 2009
ISSN: 1447-3607
Abstract: These are still not easy times for people of Islamic background. The media regularly feature stories that serve to isolate Muslims from the mainstream. There are over 130,000 Australian students of Muslim background in New South Wales schools alone, many of whom are from very disadvantaged communities and most speaking English as their second language. Muslim Australians are often expected to justify themselves as Australians, but 84 percent of Muslim Australians who identify themselves as religiously observant strongly agree that they can be both a good Muslim and a good Australian. The author, principal of the primary school at Al Sadiq College in Sydney, investigated these issues with three female Muslim Australian colleagues at his school. He wanted to find out how Islam affected their approach to teaching and to identify the needs of and issues for Muslim Australian teachers in the current political climate. He reports on their attitudes, the challenges and racism they face, how Islam influences their approach to teaching, and their feelings of being 'lost between two cultures' and the difficulties of reconciling their identity as an Australian and a Muslim. [Author abstract, ed]
URL (conditional access) : http://library.acer.edu.au/document/?document_id=174584
Record No: 174584 From EdResearch online
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| 'My grandma never lived in Gooligulch' : exploring gender and national identity in a critical literacy classroom.
| Issa, Ola | 2009 |
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Title: 'My grandma never lived in Gooligulch' : exploring gender and national identity in a critical literacy classroom.
Author(s): Issa, Ola |
Journal Details: Literacy Learning : the Middle Years v.17 n.3 p.18-27
Published: October 2009
ISSN: 1320-5692
Abstract: Media representations of Muslims in Australia can be considered highly gendered and skewed. The stereotypes of patriarchal oppressive males and oppressed passive females are presented as natural. Controversies around critical literacy and values in public and independent schools have framed recent media debates about schooling in Australia. This article describes an attempt to utilise one of the identified principles of critical literacy - that is, the need to problematise classroom and public texts - as a way to work with students in the middle years. Through close analysis of the representations of gender and culture in a range of texts pitched at young children, students in a Muslim independent school explored and repositioned themselves in relation to these elements of Australian identity. Knowledge was presented as provisional, providing students with opportunities for critical readings of the world, and equipping them to effect positive social change. [Author abstract]
URL (conditional access) : http://library.acer.edu.au/document/?document_id=180688
Record No: 180688 From EdResearch online
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| Striving for cohesion.
| Verwey, Lucy
Chowdhry, Shabana
Victory, Michael | 2009 |
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Title: Striving for cohesion.
Author(s): Verwey, Lucy | Chowdhry, Shabana | Victory, Michael |
Journal Details: Teacher Learning Network v.16 n.2 p.30-31
Published: Winter 2009
ISSN: 1444-1284
Abstract: Al Taqwa College, a new Islamic school in one of Melbourne's western growth-corridor suburbs, has a diverse cultural student population and staff from diverse religious affiliations. These were some of the factors that moulded its approach to student management. The primary school discipline policy and secondary school behaviour management policies were transparent, well grounded in Islamic ethos and designed to create clear consequences for misbehaviour. However, as the school grew it became apparent that teachers had differing approaches as to how the policies should be implemented and different expectations about their role in the classroom. Jenny Mackay was engaged to work with the staff to develop skills following classroom observations and feedback. The article outlines how the program was implemented, its success, and also the ongoing challenges in maintaining consistency and cohesion across the staff. [Author abstract, ed]
URL (conditional access) : http://library.acer.edu.au/document/?document_id=179819
Record No: 179819 From EdResearch online
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| Building bridges : building understanding for Muslim students in social and learning environments.
| Gresham, R.
Walsh, J. | 2008 |
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Title: Building bridges : building understanding for Muslim students in social and learning environments.
Author(s): Gresham, R. | Walsh, J. |
Journal Details: JANZSSA n.32 p.28-39
Published: October 2008
ISSN: 1320-2480
Abstract: This paper explores the development of resources for the increasing population of Muslim students within the Newcastle area, where the cultural and linguistic diversity of the population is quite narrow compared to the national population. Collaboration between the Newcastle Muslim Association, TAFE, Department of Education & Training, the Northern Settlement Services (formerly the Migrant Resource Centre) and the University has resulted in the development of a resource to give students and their families information about specialised services within the community so that they can quickly and easily make connections. The result of this collaboration has been the resource 'Welcome to Newcastle: Information for Muslim students and families'. After the production of this resource, a smaller project team has continued to work together to produce a second resource in brochure style 'Understanding Islam' and a third web based resource 'Focusing on Islam: Answers to Frequently Asked Questions'. Both of these resources aim to (1) assist the wider community to gain more information about Islam, (2) better understand Muslim beliefs and practices, (3) to dispel myths and (4) to encourage positive interactions in the workplace, classroom and the community generally. The successful launch of these resources in November 2006, attended by more than 150 people representing local, regional and national organisations has inspired the project team to continue to work together. Two new projects have been developed – the first to assist academic staff from the School of Medicine to gain greater. [Author abstract]
URL (archived) : https://web.archive.org/web/20110412025739/http://www.adcet.edu.au/StoredFile.aspx?id=2426&fn=JANZSSAOctoberl2008.pdf
URL (conditional access) : http://library.acer.edu.au/document/?document_id=170556
Record No: 170556 From EdResearch online
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| Decentralising Indonesian education : the promise and the price.
| Amirrachman, A.
Syafi'i, S.
Welch, A. | 2008 |
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Title: Decentralising Indonesian education : the promise and the price.
Author(s): Amirrachman, A. | Syafi'i, S. | Welch, A. |
Journal Details: World Studies in Education v.9 n.1 p.31-53
Published: 2008
ISSN: 1441-340X
Abstract: This article examines patterns of decentralisation in education in Indonesia, which were prompted by forces of globalisation and the World Bank in particular. The authors conclude that decentralisation in a country with little experience in local autonomy and democracy is unlikely to produce desirable outcomes in terms of quality schooling, accountability and efficiency. Their study shows that apart from devolution of power and authority, all major models of decentralisation reflect democratic decision-making process and increasing community involvement in managing schools. The authors note a widespread failure of decentralization in education, which helped to consolidate social stratification and rural-urban inequalities in education. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.7459/wse/09.1.03
Record No: 172074 From EdResearch online
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| Real Australian teachers : working in an Australian Islamic school.
| Halford, B. | 2008 |
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Title: Real Australian teachers : working in an Australian Islamic school.
Author(s): Halford, B. |
Journal Details: Teacher n.194 p.54-56
Published: September 2008
ISSN: 1449-9274
Abstract: The only teachers who work at Al Sadiq College in Sydney's south-west are Australian teachers, but they and their students experience cultural prejudice as a daily fact of life. This article describes the experiences of the author, principal of Al Sadiq College, and implications of the cultural bias for Australia. The author argues that the danger for the nation is that a 'conflicted identity' with its alienation, marginalisation, and suspicion will destabilise the students' sense of belonging. [Author abstract, ed]
URL (conditional access) : http://library.acer.edu.au/document/?document_id=170755
Record No: 170755 From EdResearch online
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| Islamic and Christian axiology (a comparative study).
| Alavi, H. R. | 2007 |
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Title: Islamic and Christian axiology (a comparative study).
Author(s): Alavi, H. R. |
Journal Details: Journal of Christian Education v.50 n.1 p.37-48
Published: May 2007
ISSN: 0021-9657
Abstract: This article describes and compares from a non-Western perspective some Islamic and Christian viewpoints regarding axiology, and the effect of axiology on education. The subjects which are considered in this article are: what is value; what is valuable and good; whether we have some absolute and constant, and even objective and intrinsic, values that are valuable for all humans in all places and times; what is the responsibility of people, and particularly teachers and students, regarding these values; what teachers should do and how they should instruct and teach so that their students commit themselves to these values, and may become good, spiritual, moral, and religious persons. In this research, more emphasis has been placed on the description of the similarities - not differences - between these two religions. To accomplish the goal of the research, the viewpoints of the Qur'an and the Bible and a number of Islamic and Christian scholars have been described and compared. [Author abstract, ed]
URL (conditional access) : http://library.acer.edu.au/document/?document_id=165293
Record No: 165293 From EdResearch online
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| Islamic view of nature and values : could these be the answer to building bridges between modern science and Islamic science.
| Faruqi, Y. M. | 2007 |
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Title: Islamic view of nature and values : could these be the answer to building bridges between modern science and Islamic science.
Author(s): Faruqi, Y. M. |
Journal Details: International Education Journal v.8 n.2 p.461-469
Published: November 2007
ISSN: 1443-1475
Abstract: This paper discusses the basic tenets of Islam and the Islamic view of nature that were influential in the development of science in the so-called 'Golden Age of Islam'. These findings have been the catalyst for present day Muslim scholars, who have emphasised the importance of Islamic science, as the means of understanding Western science. There is also a strong body of opinion within researchers of Islamic science that the abandonment of Islamic values and the rapid adoption of Western science and technologies have led to conflict in social, educational and scientific fields in Islamic countries. The article examines how these two views can be reconciled in order to build bridges between modern science and Islamic science. [Author abstract]
URL (open access) : http://ehlt.flinders.edu.au/education/iej/articles/v8n2/Faruqi/paper.pdf
Record No: 167609 From EdResearch online
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| The role of Australian schools in educating students about Islam and Muslims.
| Ata, A.
Windle, J. | 2007 |
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Title: The role of Australian schools in educating students about Islam and Muslims.
Author(s): Ata, A. | Windle, J. |
Journal Details: AQ : Journal of Contemporary Analysis v.79 n.6 p.19-27
Published: November-December 2007
ISSN: 1443-3605
Abstract: The question of knowledge of Muslims and Islam is a pressing one for Australian educational institutions in light of the reality of religious diversity and its politicisation in our society. Previous research has shown that Australians have negative perceptions of Muslims and know little about Islam, a fact often linked to discourses of moral panic emerging from the media and political spheres. Indeed schools have sought to address the issue of tension with new arrivals since the children of post-war migrants entered the education system in large numbers in the 1970s. Multiculturalism has been the official approach for close to thirty years, with its implementation focused on inclusive styles rather than new curriculum content. This paper analyses the attitudes and state of knowledge of non-Muslim Australian students and their views on the contribution of their schools. It draws on a recent nation-wide survey of year 11 students. The authors begin with an outline of the Muslim community in Australia and attitudes towards it before discussing the posture of schools in relation to cultural diversity. A number of theoretical orientations supporting the study are discussed before the presentation of results. [Author abstract, ed]
URL (conditional access) : http://library.acer.edu.au/document/?document_id=166836
Record No: 166836 From EdResearch online
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| Contributions of Islamic scholars to the scientific enterprise.
| Faruqui, Y. M. | 2006 |
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Title: Contributions of Islamic scholars to the scientific enterprise.
Author(s): Faruqui, Y. M. |
Journal Details: International Education Journal v.7 n.4 p.391-399
Published: September 2006
ISSN: 1443-1475
Abstract: This paper presents a discussion regarding the role that Muslim scholars played in the development of scientific thinking in the Middle Ages. It argues that the Muslims were not just the preservers of the ancient and Greek knowledge, but that they contributed original works to the different fields of science. They were inspired by the Islamic view of nature that is, mankind had a duty to 'study nature in order to discover God and to use nature for the benefit of mankind'. This knowledge was transferred to Western Europe and subsequently played an important role in revitalising a climate of learning and exploration in Europe, leading to the Renaissance in the sixteenth and seventeenth centuries. [Author abstract]
URL (open access) : http://ehlt.flinders.edu.au/education/iej/articles/v7n4/Faruqi/paper.pdf
Record No: 154321 From EdResearch online
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| External effects on the State and Muslim parents' educational strategies : cases from two Gambian villages.
| Okuma-Nystroem, M. K. | 2005 |
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Title: External effects on the State and Muslim parents' educational strategies : cases from two Gambian villages.
Author(s): Okuma,-Nystroem M. K. |
Journal Details: Education and Society v.23 n.2 p.83-98
Published: 2005
ISSN: 0726-2655
Abstract: In The Gambia, the past few decades have seen a rapid increase in enrolments in Western-style schools, where elements of Koranic teachings were introduced in 1977. On the other hand, Muslim parents in rural areas are often hesitant about enrolling their children in a Western-style school. Such parents prefer to enrol their children in a madrassa, which is a modern type of Islamic school. The objectives of the study are to present views of villagers in two case study villages in The Gambia with regard to the Western-style school and the madrassa. The adopted methods were questionnaires to heads of the household of the two villages, and in-depth interviews with selected heads of households. The findings are interpreted in the educational realities in The Gambia that are affected by external effects on the Gambian state. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.7459/es/23.2.06
Record No: 146727 From EdResearch online
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| Islamization of disciplines : towards an indigenous educational system.
| Dangor, S. | 2005 |
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Title: Islamization of disciplines : towards an indigenous educational system.
Author(s): Dangor, S. |
Journal Details: Educational Philosophy and Theory v.37 n.4 p.519-531
Published: August 2005
ISSN: 0013-1857
Abstract: The past two decades has witnessed the mushrooming of Islamic schools in Europe, the United States and South Africa. Initially these schools were concerned essentially with providing an Islamic ethos for learners. More recently, however, they have begun to focus on the process of Islamization. The Islamization project was initiated in the United States by Muslim academics including Isma'il al-Faruqi, Syed Husain Nasr and Fazlur Rahman as a response to the secularisation of Muslim society, including its educational institutions. In essence Islamization means including Islamic disciplines in the curriculum, providing an Islamic perspective on issues in the syllabi and locating, where possible, secularized disciplines within the Islamic weltanschauung. Six international conferences have been held to date at different locations in the Muslim World. The first five generated conceptual papers on the Islamic approach to knowledge and education and inspired academics to write research papers on their disciplines from an Islamic perspective. Most of these have been published in the American Journal of Islamic Social Sciences. The three universities which were established to drive the process have had varying degrees of success. The sixth conference which was held in South Africa took the form of workshops where South African teachers and international academics were brought together to generate Islamised syllabi for the major school disciplines. This article attempts to explain the rationale for Islamic schools and their attempts at Islamization of disciplines. In my view, this is an important development in the context of demands for the revival of indigenous knowledge systems. [Author abstract]
URL (conditional access) : http://library.acer.edu.au/document/?document_id=145096
http://dx.doi.org/10.1111/j.1469-5812.2005.00138.x
Record No: 145096 From EdResearch online
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| Magritte meets Maghreb : this is not a veil.
| Ezekiel, J. | 2005 |
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Title: Magritte meets Maghreb : this is not a veil.
Author(s): Ezekiel, J. |
Journal Details: Australian Feminist Studies v.20 n.47 p.231-243
Published: July 2005
ISSN: 0816-4649
Abstract: On 10 February 2004, French legislators overwhelmingly approved a law banning conspicuous signs of religion in public schools. Though kippas and excessively large crucifixes are also mentioned, it clearly targets the hijab. The author writes of her own experience of this ban. She asserts that 'the hijab story lies at the intersection of the myriad developments since 1989 that have resuscitated and recentralised the national Republican model'.
URL (conditional access) : http://dx.doi.org/10.1080/08164640500090400
Record No: 143461 From EdResearch online
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| Women and education in Saudi Arabia : challenges and achievements.
| Hamdan, A. | 2005 |
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Title: Women and education in Saudi Arabia : challenges and achievements.
Author(s): Hamdan, A. |
Journal Details: International Education Journal v.6 n.1 p.42-64
Published: March 2005
ISSN: 1443-1475
Abstract: The historical socio-economic and political conditions of Saudi Arabia are an essential aspect of understanding a woman's position in Saudi society. The persistence of women's exclusion from public life in contemporary Saudi Arabia is one of the most heated debates not only among Muslims but also worldwide, as Saudi society comes under more and more scrutiny internationally. In 1980, there were more female graduates in the humanities than male. University women could study most of the same subjects as their male counterparts except those, which might lead to their mixing with men. This paper explores some of the restraints and achievements of women in the field of education in Saudi Arabia today. [Author abstract]
URL (open access) : http://ehlt.flinders.edu.au/education/iej/articles/v6n1/hamdan/paper.pdf
Record No: 143085 From EdResearch online
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| Career education for Muslim girls : developing culturally sensitive provision.
| Irving, B. A.
Barker, V. | 2004 |
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Title: Career education for Muslim girls : developing culturally sensitive provision.
Author(s): Irving, B. A. | Barker, V. |
Journal Details: Australian Journal of Career Development v.13 n.1 p.42-49
Published: Autumn 2004
ISSN: 1038-4162
Abstract: Research undertaken in England during 1999 identified that ethnic minority groups have diverse career needs, and while this is generally recognised few initiatives had been instigated to address them. If the career education needs of Muslim girls are to be effectively met, a shift away from a predominantly ethnocentric provision, based on western values, is required. This article explores the impact of religion and culture on Muslim girls' career choices, and provides a rationale for the development of culturally appropriate career education for this group. An overview of the 'Muslim Girls Careers Education Pack' developed by the authors during 2002 is provided, initial findings from an ongoing evaluation are discussed, and issues concerning the introduction and management of differentiated provision are considered. [Author abstract]
URL (conditional access) : http://library.acer.edu.au/document/?document_id=132333
http://dx.doi.org/10.1177/103841620401300107
Record No: 132333 From EdResearch online
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| How do we communicate environmental ethics? Reflections on environmental education from a Kuwaiti perspective.
| al-Naki, K. | 2004 |
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Title: How do we communicate environmental ethics? Reflections on environmental education from a Kuwaiti perspective.
Author(s): al-Naki, K. |
Journal Details: International Research in Geographical and Environmental Education v.13 n.2 p.129-142
Published: 2004
ISSN: 1038-2046
Abstract: This paper arises from a PhD research project originally designed to search for innovative ways to stimulate environmental education (EE) in Kuwaiti middle schools. The research has shown that Islam shares similar fundamental principles to those under-pinning 'ecocentric' perspectives emerging in the West and increasingly thought necessary for achieving a sustainable society. The research has also shown that it is possible to learn and select from concepts and teaching techniques derived in the West in a way that could help put in place an Islamic environmental ethic appropriate to an Islamic educational context. The paper is limited to presenting some of the arguments that were set out to link Islamic teachings to concepts of Western environmentalism, especially ecocentric ideologies (particularly those associated with Deep Ecology and Gaianism). It also tries to point out the differences and distinctions between an Islamic perspective and certain Western environmental ethics within an educational context. The paper provides a number of perspectives to readers from outside an Islamic context, and also some insights into some of the challenges that arise in undergoing cross-cultural research and communication. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1080/09669580408668504
Record No: 142297 From EdResearch online
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| Indonesian postgraduate students studying in Australia : an examination of their academic, social and cultural experiences.
| Novera, I. A. | 2004 |
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Title: Indonesian postgraduate students studying in Australia : an examination of their academic, social and cultural experiences.
Author(s): Novera, I. A. |
Journal Details: International Education Journal v.5 n.4 p.475-487
Published: December 2004
ISSN: 1443-1475
Abstract: Prior studies suggest that adjustment is a significant contributor to the academic success of international students, and cultural differences can lead to adjustment problems. However, while Australia takes many international students from Indonesia, and there are substantial cultural differences between Indonesia and Australia, there has been little research on the adjustment of Indonesian students in Australia. The study investigates the adjustment experiences of 25 Indonesian postgraduate students (8 female, 17 male) studying in universities in Victoria, Australia, using an open-ended questionnaire. The results confirm the importance of cultural issues in the adjustment process, particularly in relation to classroom interaction and student-teacher relationships. The main problems faced by the Indonesian students concern the use of academic English, and Australian academic requirements, and the lack of specific facilities for Muslim students. The study suggests recommendations for improvements in pre-departure training programs and degree programs in Australia. [Author abstract]
URL (open access) : http://ehlt.flinders.edu.au/education/iej/articles/v5n4/novera/paper.pdf
Record No: 140376 From EdResearch online
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| Schooling, symbolism and social power : the hijab in Republican France.
| Windle, J. | 2004 |
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Title: Schooling, symbolism and social power : the hijab in Republican France.
Author(s): Windle, J. |
Journal Details: Australian Educational Researcher v.31 n.1 p.95-112
Published: April 2004
ISSN: 0311-6999
Abstract: To fully understand the implications of the global climate of heightened suspicion about Islam we must also be aware of its expression through distinctive national discourses. Media debate leading up to the adoption by the French parliament of a law banning the hijab at school fits into a global discourse, but also presents local strategies of incorporation and silencing. The targets of scrutiny are primarily first and second generation migrants, a large and increasingly visible portion of whom live in rundown public housing and attend 'problem' schools associated with violence and failure. It is important therefore to consider the position, and positioning, of Muslims in relation to media representation. This article analyses the forms the dispute over the hijab has taken in France in terms of the role of the school in Republican ideology; the social and economic position of Muslims; and dominant representations of migrants and Islam. [Author abstract]
URL (archived) : https://web.archive.org/web/*/http://www.aare.edu.au/aer/online/40010g.pdf
URL (conditional access) : http://dx.doi.org/10.1007/BF03216807
Record No: 134991 From EdResearch online
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| Women and higher education in post revolutionary Iran : unsettling policies and unanticipated outcomes.
| Rezai-Rashti, G. M.
James, S. | 2004 |
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Title: Women and higher education in post revolutionary Iran : unsettling policies and unanticipated outcomes.
Author(s): Rezai,-Rashti G. M. | James, S. |
Journal Details: World Studies in Education v.5 n.1 p.69-83
Published: 2004
ISSN: 1441-340X
Abstract: Since the Islamic revolution of 1979, considerable criticism has been directed to the Islamic government for its discriminatory policies towards women. This article draws attention to some of the revolution's nuanced and contradictory policies on women and education. It argues that since the 1990s, Iranian women have gained considerable access to the institutions of higher education and continue to make progress in most aspects of education in Iran. [Author abstract]
URL (conditional access) : https://doi.org/10.7459/wse/05.1.05
Record No: 143410 From EdResearch online
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| 'Ashura in Sydney : a transformation of a religious ceremony in the context of a migrant society.
| Tabar, P. | 2002 |
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Title: 'Ashura in Sydney : a transformation of a religious ceremony in the context of a migrant society.
Author(s): Tabar, P. |
Journal Details: Journal of Intercultural Studies v.23 n.3 p.285-305
Published: December 2002
ISSN: 0725-6868
Abstract: 'Ashura is a Shi'i religious ceremony organised yearly by the Moslem Shi'is around the world. The Shi'is in Sydney have been commemorating 'Ashura in an increasingly elaborate and sophisticated manner. The aim of this paper is to examine the formal and symbolic transformation of the ceremony in the context of migration and in particular the way it comes to articulate elements of the 'migrant conditions'. Along with its highly dramatic content, 'Ashura in Sydney is transformed into a practice where the ethnic identity of Shi'i migrants is reproduced and at the same time modified to come to terms with the conditions of living in a new urban environment. In an increasingly globalised world, local and global factors are appropriated in the very process of celebrating 'Ashura and producing the Shi'i identity. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1080/07256860216385
Record No: 127811 From EdResearch online
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| Educational expansion and the mediation of discontent : the cultural politics of schooling in the Arab states.
| Mazawi, A. E. | 2002 |
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Title: Educational expansion and the mediation of discontent : the cultural politics of schooling in the Arab states.
Author(s): Mazawi, A. E. |
Journal Details: Discourse v.23 n.1 p.59-74
Published: April 2002
ISSN: 0159-6306
Abstract: This paper probes the socioeconomic and political processes underlying the expansion of schooling in the Arab states. The paper, which does not report new data but rather critically reviews studies published so far, argues that both development and modernisation approaches, as well as class reproduction theories remain largely unable to account for the complex web of factors affecting educational expansion in the Arab states. These theories fail to point to the articulation of multi-level processes ultimately shaping the social and cultural underpinnings of educational expansion. Moreover, these theoretical approaches, beyond their paradigmatic differences, have confined Arab civil societies essentially to the structural outcome of state policies. Consequently, processes of civil dissent and resistance and their effects on educational expansion are naively conceptualised in terms of 'forces of tradition' versus 'forces of change'. The community-based, and conflict-laden power conjunctures shaping educational expansion in the Arab states have been largely left outside the analysis and the voices they represent often discarded. To probe the argument, first, the paper outlines the major macro-structural and historical factors affecting levels of literacy and access to educational resources in different Arab states. Secondly, published fieldwork research undertaken by others into community-based settings is examined in order to explore points of articulation between state policies, civil society processes and their sociopolitical and cultural effects on patterns of educational expansion. Thirdly, within the frame of a concluding discussion, the major implications are discussed and possible research paths are pointed to. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1080/01596300220123042
Record No: 117180 From EdResearch online
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| The evolution of geography education in Iranian schools : progress and limitations (1922-2000).
| Fallahian, N. | 2002 |
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Title: The evolution of geography education in Iranian schools : progress and limitations (1922-2000).
Author(s): Fallahian, N. |
Journal Details: International Research in Geographical and Environmental Education v.11 n.1 p.30-41
Published: 2002
ISSN: 1038-2046
Abstract: Geography education in Iranian schools was initiated with the establishment of the Ministry of Education and modern public schools in 1911. There was a change from texts which were mainly of an encyclopaedic and itinerary type to the predominance of knowing the homeland and other countries. After a change in the educational system in 1979, the goal of geography education was restricted to the student's knowledge of different areas of the earth and its divisions and their homeland. Due to the absence of a standard curriculum as well as the predominance of memorisation, teachers and students confronted numerous problems at schools. A new trend has recently flourished in order to fundamentally renovate geography education in Iran. The result has been the development of a geography curriculum for elementary up to pre-university levels as well as a number of new textbooks. In this renovation there has been an endeavour to help geography education in Iran assimilate current ideas prevalent in the 1992 International Charter on Geographical Education. The newly developed curriculum and textbooks depict a variety of educational objectives in geography, a wide range of geographic skills, and the encouragement of the students to do research and solve problems. The geography curriculum in Iran aims at a general education in order to prepare responsible citizens. The present study investigates geography education, especially textbooks, before and after the Islamic Revolution. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1080/10382040208667461
Record No: 121464 From EdResearch online
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| The non-joiners : why migrant Muslim women aren't accessing English language classes.
| Rida, A.
Milton, M. | 2001 |
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Title: The non-joiners : why migrant Muslim women aren't accessing English language classes.
Author(s): Rida, A. | Milton, M. |
Journal Details: Prospect v.16 n.1 p.35-48
Published: April 2001
ISSN: 0814-7094
Abstract: Much literature and research has been devoted to the disadvantages faced by migrant women from diverse cultural and linguistic backgrounds who continue to experience a lower standard of English proficiency. For non-English speaking background (NESB) migrant Muslim women, the factors of ethnicity and gender may be further compounded by a third dimension associated with religious and cultural barriers to participation. This paper is based on a study which was designed to explore both the internal and external factors which influence the decisions of migrant Muslim women to access or not access their 510-hour English language entitlement. The study aimed to create a picture of the type of Muslim women who were and were not accessing classes or who had not access classes prior to the study. The focus of this paper is the results of one part of the study: the internal and external factors which influenced a group of 23 Muslim women to access or not access their language entitlements. [Author abstract, ed]
URL (open access) : http://www.ameprc.mq.edu.au/docs/prospect_journal/volume_16_no_1/Prospect_16,1_April,_article_3.pdf
URL (conditional access) : http://library.acer.edu.au/document/?document_id=113292
Record No: 113292 From EdResearch online
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| Teaching journalism in a changing Islamic nation.
| Quinn, S. | 2001 |
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Title: Teaching journalism in a changing Islamic nation.
Author(s): Quinn, S. |
Journal Details: Asia Pacific Media Educator n.11 p.150-163
Published: 2001
ISSN: 1326-365X
Abstract: This paper describes the structure of the government, education system and media in one of the most technologically-advanced Islamic nations, the United Arab Emirates. It outlines the huge growth in technology and media there, and discusses UAE news values relative to Western news values in the context of issues of freedom of expression. This paper questions whether it is possible to apply Western notions to the practice or the teaching of journalism in this country. [Author abstract]
URL (open access) : http://ro.uow.edu.au/apme/vol1/iss11/12/
Record No: 176802 From EdResearch online
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| Towards an anti-racist agenda in education : the case of Malta.
| Borg, C.
Mayo, P. | 2001 |
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Title: Towards an anti-racist agenda in education : the case of Malta.
Author(s): Borg, C. | Mayo, P. |
Journal Details: World Studies in Education v.2 n.2 p.47-64
Published: 2001
ISSN: 1441-340X
Abstract: Against the background of the intensification of globalisation and the mass mobility of labour, the article examines Malta's experience of a migrant influx and a growth of racism. The article sets out to fill a gap in Maltese research and scholarship on social differentiation, identity and racism. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.7459/wse/02.2.04
Record No: 121239 From EdResearch online
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| Elite perceptions of values education in Malaysia and the Pacific Rim.
| Barone, T. N.
Bajunid, I. A. | 2000 |
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Title: Elite perceptions of values education in Malaysia and the Pacific Rim.
Author(s): Barone, T. N. | Bajunid, I. A. |
Journal Details: Educational Practice and Theory v.22 n.2 p.39-53
Published: 2000
ISSN: 1323-577X
Abstract: A review of official documents indicates that Pacific Rim educators are concerned with the transmission of values through education. As part of the International Values Education Sigma Survey, this study documents perceptions of values education by Malaysian and Pacific Rim elites focusing on three key areas: 1) why should there be values education 2) what should be taught in schools and 3) how should values education be conducted. Answers to questionnaire items related to these core questions were then used to form the basis of a comparative analysis of the perceptions of values education by Pacific Rim and Malaysian elites. Although the International Values Education Sigma Survey included several non-Asian settings (Russia, Mexico and the United States), this article focuses only on comparisons of perceptions of Asian elite members with subsequent ramifications for policy.
URL (conditional access) : http://dx.doi.org/10.7459/ept/22.2.04
Record No: 106596 From EdResearch online
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| Teaching values education in Malaysian schools : teachers' views.
| Abraham, S. J. | 2000 |
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Title: Teaching values education in Malaysian schools : teachers' views.
Author(s): Abraham, S. J. |
Journal Details: Pacific-Asian Education v.12 n.1 p.6-18
Published: 2000
ISSN: 1019-8725
Abstract: In this article, the rationale that prompted the introduction of Values Education in the Malaysian school curriculum is discussed. In a complex multi-cultural society like Malaysia, subscription to a core of basic values is deemed important. Central to the development of the Values Education program is the concept of the ideal type of citizen the society wants created through the education system. In the Malaysian case, the ideal type of citizen has been termed 'Insan Yang Mulia' or the noble being. Further sixteen values have been identified for inculcation. Values Education has been incorporated into the curriculum in two main ways. Firstly, through the infusion of a values component in all school subjects. Secondly, Moral Education has been introduced as a compulsory subject at both the primary and secondary level. The pivotal role of the teacher as well as their confidence to implement the Moral and Values Education is also discussed. [Author abstract]
URL (archived) : http://web.archive.org/web/20040117125134/http://home.hiroshima-u.ac.jp/pcc/12_1.pdf
Record No: 119569 From EdResearch online
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| Patronage and an oral tradition: influences on attributions of distance learners in a traditional society (a qualitative study).
| Murphy, K. | 1991 |
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Title: Patronage and an oral tradition: influences on attributions of distance learners in a traditional society (a qualitative study).
Author(s): Murphy, K. |
Journal Details: Distance Education v.12 n.1 p.27-53
Published: 1991
ISSN: 0158-7919
Abstract: This paper examines sociocultural influences on the attributions for success and failure among distance learners in Turkey. To gather data on influences on student attributions, in- depth interviews and observations of four first year distance learners were conducted. The two influences discussed, patronage, and oral tradition, are central aspects of Turkish culture - emanating from Islam and the Ottoman Empire. It was found that, when the distance learners operated outside the traditional patronage system in a society with roots in an oral tradition, they coped with their first year in the system by reconceptualising their roles as both students and employees. Implications of this research relate to problems inherent in applying Western-based attribution theory to distance learners in traditional cultures.
URL (conditional access) : http://dx.doi.org/10.1080/0158791910120104
Record No: 54419 From EdResearch online
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| Wealthy but small and young: Brunei Darussalam and its education system.
| Attwood, J.
Bray, M. | 1989 |
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Title: Wealthy but small and young: Brunei Darussalam and its education system.
Author(s): Attwood, J. | Bray, M. |
Journal Details: Education Research and Perspectives v.16 n.1 p.70-82
Published: June 1989
ISSN: 0311-2543
URL (conditional access) : http://library.acer.edu.au/document/?document_id=44167
Record No: 44167 From EdResearch online
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