| 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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| 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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| A genealogy of the religious versus secular schooling debate in New South Wales (Part II) : populism and patriotism.
| Low, Remy | 2014 |
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Title: A genealogy of the religious versus secular schooling debate in New South Wales (Part II) : populism and patriotism.
Author(s): Low, Remy |
Journal Details: Journal of Religious Education v.62 n.2 p.53-64
Published: 2014
ISSN: 1442-018X
Abstract: In Part I, I canvassed the geopolitical and domestic political context surrounding the debate over religious schooling in Australia, with particular attention to the legislative response to the spectacular Islamist terror attacks, its divisive effects on Australian society and its focalisation in the 2007–2009 controversy over a proposed Islamic school in Camden. I also considered the proposal of the secular principle in schooling as a solution to such disputes. Adopting a genealogical approach, I sought to historicise the meanings of 'secular' contra 'religious' education via a detour to 19th century NSW politics, which was marked by sectarian tension and British Protestant prejudice against the Irish Catholic minority in the context of spectacular Fenian terrorism. In Part II, I will specifically foreground the political contestation in NSW surrounding the institution of the 1880 Public Instruction Act and its persistent effects on the religious versus secular education debate today. The point advanced here is that the very terms 'secular' or 'religious' cannot be defined except as contingent outcomes of historical political battles and power relations. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1007/s40839-014-0006-1
Record No: 215045 From EdResearch online
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| A genealogy of the secular versus religious schooling debate in New South Wales (part I) : terror and suspicion.
| Low, Remy | 2014 |
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Title: A genealogy of the secular versus religious schooling debate in New South Wales (part I) : terror and suspicion.
Author(s): Low, Remy |
Journal Details: Journal of Religious Education v.62 n.1 p.25-38
Published: April 2014
ISSN: 1442-018X
Abstract: Since the mid-1990s, there has been a sustained growth in religious schooling in Australia with an accompanying debate over its merits. In turn, these debates in the realm of education are framed by broader questions in ostensibly secular-liberal nations like Australia over the 'new visibility of religion', most prominently in the spectacle of religiously-framed terrorist acts. The conjunction of this geopolitical context and the local debate over religious schooling focalised in the 2007–09 protests against a proposed Islamic school in the Sydney suburb of Camden, which have triggered a renewed emphasis on the importance of the secular principle in schooling. In this two part paper, I posit that the notion of 'the secular' is not a principle per se, but a strategic term deployed within particular political situations. I approach this through a genealogy of how religious and secular schooling have come to be understood as they are in New South Wales. Part I considers how the geopolitical and domestic political context of the present debate compares to that in the lead up to the formal separation of religious from secular schooling in 1880. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1007/s40839-014-0003-4
Record No: 215047 From EdResearch online
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| Holistic education : a combination of pedagogy frameworks for Bangladesh.
| Kahled, Pamelia | 2014 |
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Title: Holistic education : a combination of pedagogy frameworks for Bangladesh.
Author(s): Kahled, Pamelia |
Journal Details: International Studies in Widening Participation v.1 n.2 p.86-100
Published: 2014
ISSN: 2203-8841
Abstract: Crafting an ideal, holistic curriculum (curriculum for all) is indeed a crucial piece of the quality-education puzzle, as we know that one size does not fit all. Curricular reform in Bangladesh is essential to ensure sensitivity to learners' cultural and religious backgrounds and needs, place value on teachers' skills and knowledge, and enable learners to successfully develop and interact within today's complex and globalised world. The central ideas of holistic education are balance, inclusion and connectedness. The author compares and contrasts the curricula currently in place in government (secular) and madrasa (religious) secondary schools in Bangladesh in order to make policy recommendations for a transformative, holistic curriculum for Bangladesh. The author considers schools in Bangladesh from a learner's perspective, with a special focus on the potential for curricular reform based on holistic education. This article includes a description of sensational pedagogy approaches and the pedagogical framework of holistic education (transmission, transaction and transformation), using examples drawn from the author's own experience as a student in a non-formal setting. Finally, the author bring out an example of contemplative practice of co-operative learning in math, art, music and visualisation as a vehicle of holistic education. The article offers a critical analysis for educators, curriculum designers, administrators, teachers and policy-makers interested in developing a holistic curriculum for the transformation of the Bangladeshi education system. [Author abstract, ed]
URL (open access) : http://nova.newcastle.edu.au/ceehe/index.php/iswp/article/view/14/pdf_9
Record No: 207793 From EdResearch online
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| Spirituality, values and the school's ethos : factors shaping leadership in a faith-based school.
| Striepe, Michelle
Clarke, Simon
O'Donoghue, Thomas | 2014 |
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Title: Spirituality, values and the school's ethos : factors shaping leadership in a faith-based school.
Author(s): Striepe, Michelle | Clarke, Simon | O'Donoghue, Thomas |
Journal Details: Issues in Educational Research v.24 n.1 p.85-97
Published: 2014
ISSN: 1837-6290
Abstract: Studies which examine how educational leadership in faith-based schools is understood and practised are few and far between in the research literature. This is surprising given the important role faith-based schools play within the Australian school system and the controversy that has often surrounded them. Taking into consideration the gap in the research and the debates surrounding these types of schools it seemed timely to examine faith-based school leaders' perspectives on educational leadership. This article describes an interpretive study which sought to uncover how members of faith-based schools' management teams understood and practised leadership. Three different faith-based schools in Western Australia were selected for the study; a Catholic, Islamic and Greek Orthodox school. The participants were drawn from the members of each school's management team. The selected participants included the principal, the deputy principal or assistant principal and the heads of respective sub-schools. In addition, other members of the management team such as the bursar, the director of mission, the dean of students and the dean of curriculum participated in the research. Four different qualitative data collection methods were used, comprising semi-structured interviews, concept mapping, document analysis and non-participant observation. Using a grounded theory approach for the data analysis it was found that the ways in which these faith-based school leaders understand educational leadership are underpinned by values which often had a faith dimension. In addition, it was found that the school leaders used this framework of faith-based values to guide their practice. It is further argued that the ways in which the school leaders' values and spirituality influenced their perspectives demonstrate the influence of context on leadership perspectives. [Author abstract, ed]
URL (open access) : http://www.iier.org.au/iier24/striepe.pdf
URL (conditional access) : http://library.acer.edu.au/document/?document_id=202452
Record No: 202452 From EdResearch online
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| 'We had to hide we're Muslim' : ambient fear, Islamic schools and the geographies of race and religion.
| Gulson, Kalervo N.
Webb, P. Taylor | 2013 |
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Title: 'We had to hide we're Muslim' : ambient fear, Islamic schools and the geographies of race and religion.
Author(s): Gulson, Kalervo N. | Webb, P. Taylor |
Journal Details: Discourse v.34 n.4 p.628-641
Published: October 2013
ISSN: 0159-6306
Abstract: Over the past 30 years, there has been virulent urban politics surrounding the provision of government-funded Islamic K-12 schooling in suburban south-western Sydney, Australia. In this article, drawing on examples of local government opposition to Islamic schools, the authors argue that race and religion constitute contestations of urban space around the establishment of government-funded Islamic schools. They argue that these particular contestations arise from the changing nature of, and historical continuities between, urban politics, education, Islamophobia and racialisation, in pre-9/11 and post-9/11 Australia. The politics surrounding Islamic schools reveals a coded urban politics that can be understood by paying attention to the ambiance of racialised-religious fears produced - in part - by the policies of government-funding of non-secular education. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1080/01596306.2013.822623
Record No: 202411 From EdResearch online
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| 'Every little tree has its own bit of shade' : Qur'an-based literacy of the Peul Fuuta community.
| Diallo, Ibrahima | 2012 |
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Title: 'Every little tree has its own bit of shade' : Qur'an-based literacy of the Peul Fuuta community.
Author(s): Diallo, Ibrahima |
Journal Details: International Journal of Pedagogies and Learning v.7 n.3 p.227-238
Published: December 2012
ISSN: 1833-4105
Abstract: In pre-colonial West Africa, Islam served as the impetus for knowledge and literacy. For example, to meet the religious need and aspirations of its community, the Peul Fuuta community developed its own Qur'anic literacy model which is divided into major phases. At the basic level, Qur'anic literacy focused on developing Qur'anic reading skills. It is only at the advanced level that Qur'anic literacy became an instrument for access to Islamic knowledge and Islamic scholarship. However, with the arrival of European powers the knowledge ecology shifted. The Western education model took over and Qur'anic literacy was pushed to the backyard and lost considerable ground. This fate of Peul Fuuta Qur'anic literacy was compounded by a post-colonial education system and by urbanisation which changed the social structures. As a result, Qur'anic literacy which has contributed for centuries to West African knowledge and scholarship has become a simple instrument that provides basic devotional and ritualistic skills. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.5172/ijpl.2012.7.3.227
Record No: 207784 From EdResearch online
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| Twists and turns of Islamic education across the Islamic world.
| Marshallsay, Zaniah | 2012 |
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Title: Twists and turns of Islamic education across the Islamic world.
Author(s): Marshallsay, Zaniah |
Journal Details: International Journal of Pedagogies and Learning v.7 n.3 p.180-190
Published: December 2012
ISSN: 1833-4105
Abstract: Knowledge has a central place in Islamic traditions. For Muslims, knowledge is not only a form of worship, but it is also an integral part of the code of conduct of the Muslim. Therefore, Islamic education should play a crucial role in the life of Muslims. However, given the diversity of the Muslim world and its spread across the world, Islamic education has experienced twists and turns to reflect this diversity. This diversity is also reflected in the ways in which Islamic knowledge is transmitted because of a range of influences, including, on the one hand, the social, cultural and political milieus of Muslim societies and, on the other, such critical issues as national educational policies and practices of these societies. This article examines the development of Islamic education since its earliest history by focusing on the internal as well as the external factors that have shaped its development across the Muslim world. It also discusses changes and reforms that have taken place in the context of the on-going debate on the place of Islamic education in a globalised and secular world. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.5172/ijpl.2012.7.3.180
Record No: 207779 From EdResearch online
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| What goes on in an Islamic school?
| Jones, Peter D. | 2012 |
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Title: What goes on in an Islamic school?
Author(s): Jones, Peter D. |
Journal Details: Professional Educator v.11 n.7 p.12-15
Published: October 2012
ISSN: 1447-3607
Abstract: This article reports on research into Islamic schools. It begins by looking at the characteristics of the Australian Muslim community and the growth of Islamic schools. It then focuses on what is taught in schools and how it is taught. It was found that Islamic schools teach the Australian curriculum but like many faith based schools have extra classes on religion and their assemblies take a religious form. With the rest of the curriculum, there are some differences from other schools, reflecting Islamic beliefs, but no different from some of the other faith schools. It also looks at whether schools teach intolerance of other faiths as alleged by some of their critics. It was found that many Islamic schools are way ahead in terms of inter-faith dialogue rather than the other way around. Finally, it looks at whether the schools isolate students from high school students who were not Muslims. Whilst some students felt it did, the vast majority did not feel isolated. These students had attended other schools. They also met their contemporaries through extra-curricular activities. As the Muslim population of Australia increases, obviously more schools will be established, and though teething problems remain, students interviewed expressed the view that overall they had improved since the early days. One day, hopefully Islamic schools will be as acceptable as Catholic schools, given the initial opposition both have faced over the years.
URL (open access) : http://www.austcolled.com.au/wp-content/uploads/2017/09/22.-Prof-Ed-Oct-2012.pdf
URL (conditional access) : http://library.acer.edu.au/document/?document_id=195825
Record No: 195825 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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| 'Oh, Lord, Give [me] knowledge that is meaningful!' Overview of knowledge and education in the Peul Fuuta community through Qur'anic education.
| Diallo, Ibrahima | 2011 |
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Title: 'Oh, Lord, Give [me] knowledge that is meaningful!' Overview of knowledge and education in the Peul Fuuta community through Qur'anic education.
Author(s): Diallo, Ibrahima |
Journal Details: International Journal of Pedagogies and Learning v.6 n.2 p.140-151
Published: August 2011
ISSN: 1833-4105
Abstract: Evidence shows that the argument that Africa was an illiterate continent before the arrival of the Europeans is a myth, ingeniously crafted by western European powers to justify their colonial agenda. Education based on Islamic knowledge was widespread and popular in sub-Saharan Africa. In reality, it may be argued that it was the colonial system that destroyed the African education system and imposed its languages, cultures and education models. This article is about education in the Peul Fuuta community which adopted the Qur'an for educational purposes. It shows that the Peul Fuuta community has not only used Arabic and Islamic teachings to suit its pedagogic aspirations and communication needs, but it has adopted the Qur'an to access knowledge. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.5172/ijpl.2011.140
Record No: 207798 From EdResearch online
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| Building bridges : designing shared-resource schools.
| Chester, Max | 2010 |
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Title: Building bridges : designing shared-resource schools.
Author(s): Chester, Max |
Journal Details: Professional Educator v.9 n.1 p.8-13
Published: March 2010
ISSN: 1447-3607
Abstract: The Commonwealth government pilot program, 'New Directions for our Schools: Local Schools Working together', is encouraging schools to share educational facilities and is doing more than breaking down the barriers between government, independent and Catholic schools. Early and evolving examples of shared resources are libraries, science laboratories, administration facilities, performing arts facilities, before-school and after-school care, halls and gymnasiums - some of which have been successful, some not quite so successful. The sharing of resource facilities is now a policy initiative, however, with the federal government's pilot program funding about 25 projects across Australia. The article outlines several projects that are either already established or are in the planning stage. The author concludes that as the pilot program unfolds we are beginning to see that the sharing of resources has additional benefits, such as the breaking down of prejudice in communities. There has been, however, hesitancy in some Catholic and Lutheran schools concerned about becoming too involved in sharing or bridging school cultures, perhaps due to a protective element that may have arisen from hard-won gains over many decades. [Author abstract, ed]
URL (conditional access) : http://library.acer.edu.au/document/?document_id=182092
Record No: 182092 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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| Parental involvement in an Islamic school in Australia : an exploratory study.
| Raihani
Gurr, David | 2010 |
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Title: Parental involvement in an Islamic school in Australia : an exploratory study.
Author(s): Raihani | Gurr, David |
Journal Details: Leading & Managing v.16 n.2 p.62-76
Published: Spring/Summer 2010
ISSN: 1329-4539
Abstract: Education has a significant role in developing identity in society, with schools places of student identity formation and cultural development. It is widely perceived that Muslims in non-Muslim majority countries have a strong engagement with their own school for ideological and cultural reasons, such as sharing and preserving the Islamic ideology and home cultures, yet there are few studies exploring this phenomenon. This article presents findings of an Australian Islamic school's strategies in involving parents in their child's education process. This exploratory research is focused on parent and teacher beliefs and understanding about parental involvement, strategies implemented to promote involvement, parents' responses to such strategies, and factors influencing parental involvement. The findings are grouped under the thematic heading: school-parent partnership; promoting religious and personal development through religious and fundraising activities; the student diary as the main method of communication; changes in parent-teacher interview practice; and school information sessions. Overall, parental involvement in this particular Islamic school was limited, with one-way communication from the school to parents the dominant strategy. This small pilot study indicates both teachers and parents indicted that they want a more equal partnership, but seem not to know how to go about this. The article contributes to the discussion of minority cultures in regards to parent-school relations. [Author abstract, ed]
URL (conditional access) : http://library.acer.edu.au/document/?document_id=184257
Record No: 184257 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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| 'The mouse that dared to roar' : youths and the Camden controversy.
| Al-Natour, Ryan | 2010 |
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Title: 'The mouse that dared to roar' : youths and the Camden controversy.
Author(s): Al-Natour, Ryan |
Journal Details: Youth Studies Australia v.29 n.2 p.42-50
Published: June 2010
ISSN: 1038-2569
Abstract: In late 2007, a proposal for an Islamic school in Camden, a semi-rural area located in the greater Sydney region, sparked concern among local residents. This paper examines the discourses relating to representations of young people in Camden at that time, as expressed by both young people and adults. It explores the prominent literature on moral panics and includes a brief discussion of the moral panics and controversies surrounding Arab and Muslim youths. ltthen outlines the events involved in the Camden controversy, and examines the discourses and operations of young people in this controversy. [Author abstract]
URL (open access) : http://www.acys.info/ysa/issues/v.29_n.2_2010/papers/the_mouse_that_dared_to_roar/The_mouse_that_dared_to_roar.pdf
URL (conditional access) : http://library.acer.edu.au/document/?document_id=181984
Record No: 181984 From EdResearch online
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| The impact of environment on spiritual wellbeing in school.
| Fisher, J. | 2009 |
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Title: The impact of environment on spiritual wellbeing in school.
Author(s): Fisher, J. |
Journal Details: Journal of Religious Education v.57 n.1 p.25-37
Published: 2009
ISSN: 1442-018X
Abstract: Spiritual wellbeing can be revealed by the quality of relationships that people have in up to four domains of spiritual health, namely with self, with others, with the environment and/or with God. Many papers have been presented on the quality of relationships people have with self, others and God. This study concentrates on the views expressed by nearly 100 educators in a range of Victorian secondary schools about the impact of the environment on aspects of spiritual wellbeing in schools. It provides insights into environmentalists, those people who see connection with the environment as the key component of spiritual wellbeing. Case studies and reports on variations between educators and school types are provided as well as suggestions about ways of developing spiritual wellbeing in schools. [Author abstract]
URL (open access) : https://www.acu.edu.au/__data/assets/pdf_file/0004/429052/2009-57-1-Complete.pdf
Record No: 176552 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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| Preserving cultural heritage : an Australian Islamic perspective.
| Watson, Kevin
Chen, Xiafang | 2008 |
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Title: Preserving cultural heritage : an Australian Islamic perspective.
Author(s): Watson, Kevin | Chen, Xiafang |
Journal Details: Pacific-Asian Education v.20 n.1 p.33-46
Published: 2008
ISSN: 1019-8725
Abstract: The Teacher Education for the Future project is a Pacific Circle Consortium initiative that seeks to inform teacher education programs about the educational challenges and changes in society for the 21st century, to better inform the education of global citizens of the future. The project employs a survey to probe teachers' beliefs about the purpose of education and how best to prepare teachers for the future. This paper reports the views of 26 Australian Islamic teachers from a diverse range of cultural backgrounds. The findings were characterised by a diversity of responses focused by the process of globalisation. Nevertheless, the impact of globalisation did not dominate all responses. Globalisation took on a level of complexity characterised by interplay between the global, local and individual that saw a culturally diverse community, living in a multicultural country, distance itself from the preservation of cultural heritage. Cultural heritage was valued but a sense of 'belonging', of 'melting into the background', of being part of the whole, was a greater priority. [Author abstract]
URL (open access) : http://programs.crdg.hawaii.edu/pcc/PAE_20__1__final_08.pdf
Record No: 180738 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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| Socratic circles as a learning strategy in values education and interfaith and intercultural understanding.
| Chapman, J.
Devine, C.
Staples, A. | 2008 |
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Title: Socratic circles as a learning strategy in values education and interfaith and intercultural understanding.
Author(s): Chapman, J. | Devine, C. | Staples, A. |
Journal Details: Journal of Religious Education v.56 n.3 p.50-56
Published: 2008
ISSN: 1442-018X
Abstract: This paper gives an account of the work of the Melbourne Interfaith and Intercultural Cluster, undertaken in association with the Values Education Good School Practice Project, sponsored by the Australian Commonwealth Government between the years 2006-2008. In particular this paper examines the use of Socratic Circles as a teaching and learning strategy for values education and interfaith and intercultural understanding. The Values Education Good Practice Schools Project (VEGPSP) involved 26 clusters of schools attempting to identify good practice regarding whole school approaches to implementing values education. The government's policy of funding these efforts on the basis of self selected clusters was intended to establish an interdependent and self-supporting environment for the schools to undertake the project. Underpinning this national reform initiative was the concern of the Australian Government to improve values education programs in Australian schools. The initiative was also an exercise in community building as schools engaged their communities to consider values and values education and to collectively support their integration into Australian society and culture. Collaborative clusters were a fundamental part of the strategy for implementing this reform initiative. Involvement in the Values Education Good Practice Schools Project involved two main things for each cluster of schools: (1) devising successful ways of implementing the National Framework for Values Education in Australian Schools; and (2) conducting some research on the project as it developed. The purpose of the research was to identify, substantiate and describe good practices in values education so they could be shared with all schools in Australia. A collaborative action research model was developed to undertake this research. The action research model was not designed to be an exercise of doing research 'on teachers and schools', but rather one of researching with the teachers and the schools in ways that would continuously inform the project at hand. Each cluster co-ordinator worked with an academic colleague(s) as a 'critical friend' helping the cluster with their action research activities. This paper draws on the reflections of the cluster co-ordinator and the two 'critical friends' engaged in this project. [Author abstract, ed]
URL (open access) : https://www.acu.edu.au/__data/assets/pdf_file/0014/432131/2008-56-3-Complete.pdf
Record No: 173434 From EdResearch online
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