Pub Date : 2022-12-08DOI: 10.1007/978-3-030-38277-3
Haroon Leon Forde
{"title":"The Palgrave Handbook of African Education and Indigenous Knowledge ed. by Jamaine M. Abidogun and Toyin Falola (review)","authors":"Haroon Leon Forde","doi":"10.1007/978-3-030-38277-3","DOIUrl":"https://doi.org/10.1007/978-3-030-38277-3","url":null,"abstract":"","PeriodicalId":240270,"journal":{"name":"Journal of Education in Muslim Societies","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126037421","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Louis Jinot Belle, M. Hosenally, Mohammad Shakeel Cassam Atchia
Abstract:The success of educational systems in shaping youth into citizens capable of facing global, national, and personal challenges has been associated with students’ ability to develop human values and competencies. This study, therefore, maps the extent to which key human values associated with the three levels of consciousness—namely, open-mindedness, responsibility, and the collaborative collective—are present in the Mauritian education population. A quantitative epistemological approach was used to analyze the Mauritian data derived from the worldwide Advancing Education in Muslim Societies (AEMS) report Mapping the Terrain (2019–2020). The demographic factors influencing the attitudes of the Mauritian participants were analyzed using cross tabulations of the underlying constructs for each theme. Findings revealed that values were found to differ among the various subgroups of participants, in particular across gender, religion, age group, and occupation. The findings also suggest the importance of the inclusion or sustainability of teaching and inculcating moral values within the secondary and tertiary curricula.
{"title":"Mapping of Values Associated With Open-Mindedness, Responsibility, and the Collaborative Collective in the Mauritian Education Population","authors":"Louis Jinot Belle, M. Hosenally, Mohammad Shakeel Cassam Atchia","doi":"10.2979/jems.4.1.05","DOIUrl":"https://doi.org/10.2979/jems.4.1.05","url":null,"abstract":"Abstract:The success of educational systems in shaping youth into citizens capable of facing global, national, and personal challenges has been associated with students’ ability to develop human values and competencies. This study, therefore, maps the extent to which key human values associated with the three levels of consciousness—namely, open-mindedness, responsibility, and the collaborative collective—are present in the Mauritian education population. A quantitative epistemological approach was used to analyze the Mauritian data derived from the worldwide Advancing Education in Muslim Societies (AEMS) report Mapping the Terrain (2019–2020). The demographic factors influencing the attitudes of the Mauritian participants were analyzed using cross tabulations of the underlying constructs for each theme. Findings revealed that values were found to differ among the various subgroups of participants, in particular across gender, religion, age group, and occupation. The findings also suggest the importance of the inclusion or sustainability of teaching and inculcating moral values within the secondary and tertiary curricula.","PeriodicalId":240270,"journal":{"name":"Journal of Education in Muslim Societies","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115577203","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract:This study aims to investigate the impact of the flipped classroom (FC) on students’ grammatical competence. To achieve that, a mixed-methods approach was adopted using a quasi-experimental research design to examine the differences between a control (n=20) and an experimental group (n=20) from two different high schools based in Morocco. The control group was taught by the author using computer-assisted instruction, while the experimental group was taught by a teacher using FC methodology. A post-test was used to test the two groups as well as interviews with a randomized sample of students from the experimental group. The findings suggest differences in favor of the treatment group, but the results were not statistically significant. While the interviews indicated high satisfaction with FC because it gave students opportunity for more interactions with teachers and peers, it also made students autonomous and fully engaged in the classroom activities.
{"title":"The Impact of the Flipped Classroom on Students’ Performance in Grammar in Moroccan High Schools: A Mixed-Methods Approach","authors":"Jillali Nakkam","doi":"10.2979/jems.4.1.03","DOIUrl":"https://doi.org/10.2979/jems.4.1.03","url":null,"abstract":"Abstract:This study aims to investigate the impact of the flipped classroom (FC) on students’ grammatical competence. To achieve that, a mixed-methods approach was adopted using a quasi-experimental research design to examine the differences between a control (n=20) and an experimental group (n=20) from two different high schools based in Morocco. The control group was taught by the author using computer-assisted instruction, while the experimental group was taught by a teacher using FC methodology. A post-test was used to test the two groups as well as interviews with a randomized sample of students from the experimental group. The findings suggest differences in favor of the treatment group, but the results were not statistically significant. While the interviews indicated high satisfaction with FC because it gave students opportunity for more interactions with teachers and peers, it also made students autonomous and fully engaged in the classroom activities.","PeriodicalId":240270,"journal":{"name":"Journal of Education in Muslim Societies","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122312077","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Education Marginalization in Sub-Saharan Africa: Policies, Politics, and Marginality by Obed Mfum-Mensah (review)","authors":"Jamaine M. Abidogun","doi":"10.2979/jems.4.1.11","DOIUrl":"https://doi.org/10.2979/jems.4.1.11","url":null,"abstract":"","PeriodicalId":240270,"journal":{"name":"Journal of Education in Muslim Societies","volume":"110 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132659503","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract:The purpose of this article is to provide a narrative on the historical development of Muslim education with the objective of examining challenges and opportunities to support the strengthening of Muslim education agenda through policy dialogue and stakeholders’ engagements. The paper utilizes methods of inquiry such as literature review, observation, and analysis. Key findings are that Kenyan national education is strongly controlled by the Christian missionaries. For example, the Catholic Church controls about 27% of the country’s education. The country’s education is still subjected to the various socioeconomic dynamics, where Muslim education is not the exception. The rights of Muslim students in the Mission institutions are extremely limited, allowing students only a special place for prayers. This is against country constitution and child rights in Kenya. The problem of historical discrimination continues to hurt Muslims to date as the government is yet to appreciate dualism in education in terms of policies and practices. In the earlier 1990s, the government refusal to register the Muslim teachers’ college in Mombasa was practically evident and to date, the country continues to encounter an acute shortage of Islamic and Arabic teachers. Muslim parents remain the most worried as some of their children are subjected to the teaching of Christian religious education. The article calls for an urgent restructuring along with support for the work of the Muslim Education Council, with the objective of facilitating Muslim education policy development, database, curriculum development, training, research, and partnership. This will help transform the knowledge, thought, and practices among the Muslim learners. They must also fight examination corruption in Muslim-dominated areas by creating awareness, promoting capacity building, quality assurance, networking, benchmarking, research, and linkages in order to reach the desired center of excellence for Muslim educational institutions. The Council also must have a special relationship with the country’s judiciary system in order to advance the rights of Muslim students in schools, colleges, and universities.
{"title":"Historical Development of Muslim Education in East Africa: An Eye on Kenya","authors":"A. Ali","doi":"10.2979/jems.4.1.08","DOIUrl":"https://doi.org/10.2979/jems.4.1.08","url":null,"abstract":"Abstract:The purpose of this article is to provide a narrative on the historical development of Muslim education with the objective of examining challenges and opportunities to support the strengthening of Muslim education agenda through policy dialogue and stakeholders’ engagements. The paper utilizes methods of inquiry such as literature review, observation, and analysis. Key findings are that Kenyan national education is strongly controlled by the Christian missionaries. For example, the Catholic Church controls about 27% of the country’s education. The country’s education is still subjected to the various socioeconomic dynamics, where Muslim education is not the exception. The rights of Muslim students in the Mission institutions are extremely limited, allowing students only a special place for prayers. This is against country constitution and child rights in Kenya. The problem of historical discrimination continues to hurt Muslims to date as the government is yet to appreciate dualism in education in terms of policies and practices. In the earlier 1990s, the government refusal to register the Muslim teachers’ college in Mombasa was practically evident and to date, the country continues to encounter an acute shortage of Islamic and Arabic teachers. Muslim parents remain the most worried as some of their children are subjected to the teaching of Christian religious education. The article calls for an urgent restructuring along with support for the work of the Muslim Education Council, with the objective of facilitating Muslim education policy development, database, curriculum development, training, research, and partnership. This will help transform the knowledge, thought, and practices among the Muslim learners. They must also fight examination corruption in Muslim-dominated areas by creating awareness, promoting capacity building, quality assurance, networking, benchmarking, research, and linkages in order to reach the desired center of excellence for Muslim educational institutions. The Council also must have a special relationship with the country’s judiciary system in order to advance the rights of Muslim students in schools, colleges, and universities.","PeriodicalId":240270,"journal":{"name":"Journal of Education in Muslim Societies","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115131346","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract:Over the past three decades, African students have created several religious associations that reconfigured the social and political landscapes of sub-Saharan universities. Scholars often focused on this type of religious activism and yet didn’t study the associations’ educational agenda comprehensively. This article intends to fill this gap by examining the socioreligious activities of the Association des Étudiants Musulmans du Niger (AEMN) and the impact of its educational discourse at the Université Abdou Moumouni (UAM) in Niamey, Niger. Mainly relying on empirical data gained through participant observation and interviews, it explores the ways the association pervades and shapes the educational landscape, notably by establishing partnerships beyond the university. The association’s leaders, so it appears, promote an educational ethos that redefines the role of academia and its benefits for the Nigerien society. Correlating students’ religiosity with academic performance, they try to reconcile Islamic values with scientific knowledge in the process of producing the future elites of the nation.
{"title":"The Association des Étudiants Musulmans du Niger (AEMN): Shaping Good Muslims, Producing a Muslim Elite","authors":"Vincent Favier","doi":"10.2979/jems.4.1.07","DOIUrl":"https://doi.org/10.2979/jems.4.1.07","url":null,"abstract":"Abstract:Over the past three decades, African students have created several religious associations that reconfigured the social and political landscapes of sub-Saharan universities. Scholars often focused on this type of religious activism and yet didn’t study the associations’ educational agenda comprehensively. This article intends to fill this gap by examining the socioreligious activities of the Association des Étudiants Musulmans du Niger (AEMN) and the impact of its educational discourse at the Université Abdou Moumouni (UAM) in Niamey, Niger. Mainly relying on empirical data gained through participant observation and interviews, it explores the ways the association pervades and shapes the educational landscape, notably by establishing partnerships beyond the university. The association’s leaders, so it appears, promote an educational ethos that redefines the role of academia and its benefits for the Nigerien society. Correlating students’ religiosity with academic performance, they try to reconcile Islamic values with scientific knowledge in the process of producing the future elites of the nation.","PeriodicalId":240270,"journal":{"name":"Journal of Education in Muslim Societies","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125643254","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract:This work focuses on the lived experiences of 16 adolescent Palestinian boys who live in the Qalandia refugee camp under Israeli occupation in the Palestinian Occupied Territories. This work examines the boys' engagement in Playback Theater, which is "an interactive form of improvisational theatre in which audience members tell stories from their lives and watch them enacted on the spot" (International Playback Theater Network, 2021). The findings illustrate that although the participants have much in common with other youth across the globe, they also experience stress and sorrow that are specific to their circumstances and context. Engagement in Playback Theater provided a collective space in which the participants could express grief and sadness at the loss of close family members and community members. Through the process, the participants also strengthened their ability to listen, to focus, and to interact positively with others.
{"title":"Using Playback Theater with Adolescents in the Qalandia Refugee Camp in Palestine","authors":"Khitam Edelbi","doi":"10.2979/jems.3.2.03","DOIUrl":"https://doi.org/10.2979/jems.3.2.03","url":null,"abstract":"Abstract:This work focuses on the lived experiences of 16 adolescent Palestinian boys who live in the Qalandia refugee camp under Israeli occupation in the Palestinian Occupied Territories. This work examines the boys' engagement in Playback Theater, which is \"an interactive form of improvisational theatre in which audience members tell stories from their lives and watch them enacted on the spot\" (International Playback Theater Network, 2021). The findings illustrate that although the participants have much in common with other youth across the globe, they also experience stress and sorrow that are specific to their circumstances and context. Engagement in Playback Theater provided a collective space in which the participants could express grief and sadness at the loss of close family members and community members. Through the process, the participants also strengthened their ability to listen, to focus, and to interact positively with others.","PeriodicalId":240270,"journal":{"name":"Journal of Education in Muslim Societies","volume":"130 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114661213","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract:The study expands our understanding of the educational role of Islamic schools in the United States. It investigated the types of challenges facing Islamic schools in America and the resulting policies that schools adopt in response to these challenges. To that end, the study interviewed the principals of two Islamic schools located in Illinois to discuss their schools' practices, policies, and challenges. Additionally, we interviewed five Muslim immigrant families and their children who attend these schools to further explore their challenges as well as motivations, benefits derived, and the values they place on these schools. We start by describing the immigration trajectory of Muslims in the United States and the historical establishment of Islamic schools and their status in the United States. We conclude by discussing the role of these schools in the educational development of Muslim students.
{"title":"The Role of Islamic Schools: Between Muslim Immigrant Families'/Students' Perceptions and Institutional Realities","authors":"Mohamed A. Nur-Awaleh, Reda Mohammed","doi":"10.2979/jems.3.2.06","DOIUrl":"https://doi.org/10.2979/jems.3.2.06","url":null,"abstract":"Abstract:The study expands our understanding of the educational role of Islamic schools in the United States. It investigated the types of challenges facing Islamic schools in America and the resulting policies that schools adopt in response to these challenges. To that end, the study interviewed the principals of two Islamic schools located in Illinois to discuss their schools' practices, policies, and challenges. Additionally, we interviewed five Muslim immigrant families and their children who attend these schools to further explore their challenges as well as motivations, benefits derived, and the values they place on these schools. We start by describing the immigration trajectory of Muslims in the United States and the historical establishment of Islamic schools and their status in the United States. We conclude by discussing the role of these schools in the educational development of Muslim students.","PeriodicalId":240270,"journal":{"name":"Journal of Education in Muslim Societies","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114774340","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract:Education reform has focused on academic standards, but curriculum is still weighed down by outdated subject-area categories that are reinforced through various practices and institutions.This article examines the possibilities for an integrative curriculum model that can accommodate the broad goals of holistic education and the needs of society for wellrounded, creative thinkers and agents of productive change. The paper outlines the argument for integration, providing some tools and practical suggestions for a working model and research support to aid educators in achieving holistic education.
{"title":"Holistic Education Must Finally Overcome Subject-Area Barriers","authors":"S. Douglass","doi":"10.2979/jems.3.2.07","DOIUrl":"https://doi.org/10.2979/jems.3.2.07","url":null,"abstract":"Abstract:Education reform has focused on academic standards, but curriculum is still weighed down by outdated subject-area categories that are reinforced through various practices and institutions.This article examines the possibilities for an integrative curriculum model that can accommodate the broad goals of holistic education and the needs of society for wellrounded, creative thinkers and agents of productive change. The paper outlines the argument for integration, providing some tools and practical suggestions for a working model and research support to aid educators in achieving holistic education.","PeriodicalId":240270,"journal":{"name":"Journal of Education in Muslim Societies","volume":"80 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123755636","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Environmental Wisdom for Planet Earth: The Islamic Heritage, Rev Ed. by Bakar Osman (review)","authors":"Rosnani Hashim","doi":"10.2979/jems.3.2.09","DOIUrl":"https://doi.org/10.2979/jems.3.2.09","url":null,"abstract":"","PeriodicalId":240270,"journal":{"name":"Journal of Education in Muslim Societies","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121107644","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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