Abstract:The recent COVID-19 pandemic has affected the education system in Palestine in all respects, with perhaps the most important change being the need for a rapid transition away from in-person instruction to digital e-learning, which resulted in a months-long closure of physical schools in Palestine. While this rapid pivot to online learning had implications for all children's learning and development, this is vividly illustrated in the experiences of young children enrolled in kindergarten. As such, this study highlights the voices of 50 kindergarten children in Jerusalem, ages four and five, as they describe their responses to the shift from in-person to online learning. Drawing from interviews and analyses of synchronous and asynchronous lessons, the findings suggest that the young children selected for this study demonstrated minimal engagement and low motivation to participate in passive online learning, with a strong desire to return to in-person learning in schools.
{"title":"Connecting the Dots: Reflections on Young Children's Voices During COVID-19","authors":"Buad Khales","doi":"10.2979/jems.3.2.04","DOIUrl":"https://doi.org/10.2979/jems.3.2.04","url":null,"abstract":"Abstract:The recent COVID-19 pandemic has affected the education system in Palestine in all respects, with perhaps the most important change being the need for a rapid transition away from in-person instruction to digital e-learning, which resulted in a months-long closure of physical schools in Palestine. While this rapid pivot to online learning had implications for all children's learning and development, this is vividly illustrated in the experiences of young children enrolled in kindergarten. As such, this study highlights the voices of 50 kindergarten children in Jerusalem, ages four and five, as they describe their responses to the shift from in-person to online learning. Drawing from interviews and analyses of synchronous and asynchronous lessons, the findings suggest that the young children selected for this study demonstrated minimal engagement and low motivation to participate in passive online learning, with a strong desire to return to in-person learning in schools.","PeriodicalId":240270,"journal":{"name":"Journal of Education in Muslim Societies","volume":"1 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":"127339885","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:Studies examining the lives of working refugee children are scarce, even as the number of refugee children rises globally. Much scholarly work has examined the political nature of the Rohingya refugee crisis, but studies with Rohingya children, especially outside of camp settings, are rare. This study is a point of entry into this unexplored topic, highlighting Rohingya boys' work experiences in the dry fish fields in Kutubdiapara, a village in Cox's Bazar, Bangladesh, and also their negotiation of belonging in such contexts. The article aims to provide insight into the following questions: What is the context of working Rohingya boys in the dry fish fields, and how do they negotiate belonging in the geographical spaces of rural Cox's Bazar, spaces that have been determined by official processes to be illegitimate and bereft of rights? The article is based on data derived from a larger ethnographic study on child labor and schooling at an urban and a rural site in Bangladesh. The ethnographic fieldwork, using semistructured interviews, conversations, and participant observation, took place between June 2017 and January 2018. The findings reveal that working Rohingya children experience belonging as dialogic encounters to make meaning of their lived experiences. The findings emphasize that Rohingya working children's perception of their work and schooling opportunities and their notions of belonging in illegitimate spaces are connected through ways that can facilitate autonomy, competence, and agency, through dialogic encounters of the self and the other. This research further grounds the scholarly community's understanding of an understudied group of children and provides insight for practitioners' implementation of successful programs for these children.
{"title":"Notions of Belonging for Working Rohingya Boys in Cox's Bazar, Bangladesh","authors":"Naheed Natasha Mansur","doi":"10.2979/jems.2.1.03","DOIUrl":"https://doi.org/10.2979/jems.2.1.03","url":null,"abstract":"Abstract:Studies examining the lives of working refugee children are scarce, even as the number of refugee children rises globally. Much scholarly work has examined the political nature of the Rohingya refugee crisis, but studies with Rohingya children, especially outside of camp settings, are rare. This study is a point of entry into this unexplored topic, highlighting Rohingya boys' work experiences in the dry fish fields in Kutubdiapara, a village in Cox's Bazar, Bangladesh, and also their negotiation of belonging in such contexts. The article aims to provide insight into the following questions: What is the context of working Rohingya boys in the dry fish fields, and how do they negotiate belonging in the geographical spaces of rural Cox's Bazar, spaces that have been determined by official processes to be illegitimate and bereft of rights? The article is based on data derived from a larger ethnographic study on child labor and schooling at an urban and a rural site in Bangladesh. The ethnographic fieldwork, using semistructured interviews, conversations, and participant observation, took place between June 2017 and January 2018. The findings reveal that working Rohingya children experience belonging as dialogic encounters to make meaning of their lived experiences. The findings emphasize that Rohingya working children's perception of their work and schooling opportunities and their notions of belonging in illegitimate spaces are connected through ways that can facilitate autonomy, competence, and agency, through dialogic encounters of the self and the other. This research further grounds the scholarly community's understanding of an understudied group of children and provides insight for practitioners' implementation of successful programs for these children.","PeriodicalId":240270,"journal":{"name":"Journal of Education in Muslim Societies","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131346043","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 research note examines the intersection of ethno-nationalist and Salafi-jihadi propaganda content across ideological boundaries: the toxic relationship between supporters of these ideologies is highlighted through an analyses of case study examples of the Christchurch, New Zealand terrorist attack, official as well as unofficial Islamic State propaganda, and data gathered from white nationalist chatter online. The research note also notes how these groups create essentialist narratives about Muslims and Islam as part of their wider efforts to establish rigid worldviews. Finally, it discusses the presence of anti-Muslim prejudice in mainstream public spheres and suggests areas of opportunity for further research.
{"title":"Intersections of Extremisms: White Nationalist/Salafi-Jihadi Propaganda Overlaps and Essentialist Narratives about Muslims","authors":"Meili Criezis","doi":"10.2979/jems.2.1.06","DOIUrl":"https://doi.org/10.2979/jems.2.1.06","url":null,"abstract":"Abstract:This research note examines the intersection of ethno-nationalist and Salafi-jihadi propaganda content across ideological boundaries: the toxic relationship between supporters of these ideologies is highlighted through an analyses of case study examples of the Christchurch, New Zealand terrorist attack, official as well as unofficial Islamic State propaganda, and data gathered from white nationalist chatter online. The research note also notes how these groups create essentialist narratives about Muslims and Islam as part of their wider efforts to establish rigid worldviews. Finally, it discusses the presence of anti-Muslim prejudice in mainstream public spheres and suggests areas of opportunity for further research.","PeriodicalId":240270,"journal":{"name":"Journal of Education in Muslim Societies","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132163529","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":"In Conversation With Prof. Rosnani Hashim","authors":"Alyaa Ebbiary","doi":"10.2979/jems.3.1.10","DOIUrl":"https://doi.org/10.2979/jems.3.1.10","url":null,"abstract":"","PeriodicalId":240270,"journal":{"name":"Journal of Education in Muslim Societies","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121851675","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:In an increasingly complex and globally uncertain time, the challenge of preparing students for such a world is a pivotal argument in the navigation of a third space in education with the goal to bridge both transactional and meaningful outcomes for students. Are we approaching global education as a competitive edge that holds value in a neoliberal environment? Are we seeking global interconnectedness as a way to bridge differences and assuage global tensions? And what do we see represented in non-Western, non-white, and non-Judeo-Christian schools in terms of how globalism and international mindedness are present in those contexts? In the U.S., a deeper understanding of how Muslim students experience education is well documented (Ghaffar-Kucher, 2016, Niyozov & Pluim, 2009). But how do Muslim educators understand their role and responsibility in terms of teaching their students what it means to be present in a global world? Using a phenomenological approach, this paper takes a critical approach in representing the voices of teachers from 15 majority-Muslim countries who participated in a global teacher exchange program. Participating in a series of interviews, focus groups, conversations, and surveys, teachers from majority-Muslim countries addressed issues of commitment to both national and international approaches to the understanding of culture, raised light on the hegemony of what is considered global, explored how to foster common ground with their students, and finally presented gaps from their perspective in teacher education on pedagogy and curriculum.
{"title":"Teachers Building “Planetary Villages”: Considering International Mindedness in Majority-Muslim Contexts","authors":"Supriya Baily","doi":"10.2979/jems.1.2.03","DOIUrl":"https://doi.org/10.2979/jems.1.2.03","url":null,"abstract":"Abstract:In an increasingly complex and globally uncertain time, the challenge of preparing students for such a world is a pivotal argument in the navigation of a third space in education with the goal to bridge both transactional and meaningful outcomes for students. Are we approaching global education as a competitive edge that holds value in a neoliberal environment? Are we seeking global interconnectedness as a way to bridge differences and assuage global tensions? And what do we see represented in non-Western, non-white, and non-Judeo-Christian schools in terms of how globalism and international mindedness are present in those contexts? In the U.S., a deeper understanding of how Muslim students experience education is well documented (Ghaffar-Kucher, 2016, Niyozov & Pluim, 2009). But how do Muslim educators understand their role and responsibility in terms of teaching their students what it means to be present in a global world? Using a phenomenological approach, this paper takes a critical approach in representing the voices of teachers from 15 majority-Muslim countries who participated in a global teacher exchange program. Participating in a series of interviews, focus groups, conversations, and surveys, teachers from majority-Muslim countries addressed issues of commitment to both national and international approaches to the understanding of culture, raised light on the hegemony of what is considered global, explored how to foster common ground with their students, and finally presented gaps from their perspective in teacher education on pedagogy and curriculum.","PeriodicalId":240270,"journal":{"name":"Journal of Education in Muslim Societies","volume":"35 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114022651","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:In Ghana, religious organizations have a long history of both direct and collaborative approaches to education provision, ranging from school administration to consulting services, training educators, scholarships, and capital projects. As such, there are a variety of religious-based NGOs in Ghana working in education. First, this article explores the history and scope of Islamic NGOs in Ghana. Drawing from that analysis, the focus is narrowed to education-focused Islamic NGOs. Data on all NGOs registered with the government of Ghana during the years 2013-2015 are used to identify 63 Islamic NGOs—that is, NGOs adhering to Islamic principles in their mission or programmatic offerings. From this population, analysis examines the Islamic NGOs engaged in education, the scope of services, and revenue portfolios. Findings demonstrate the diversity of services and revenue sources for education-focused Islamic NGOs in Ghana.
{"title":"Islamic NGOs in Education in Ghana: Analysis of the Scope, Activities, and Revenue Portfolios","authors":"Sandy Zook, Cassidy Arndt","doi":"10.2979/JEMS.2.2.04","DOIUrl":"https://doi.org/10.2979/JEMS.2.2.04","url":null,"abstract":"Abstract:In Ghana, religious organizations have a long history of both direct and collaborative approaches to education provision, ranging from school administration to consulting services, training educators, scholarships, and capital projects. As such, there are a variety of religious-based NGOs in Ghana working in education. First, this article explores the history and scope of Islamic NGOs in Ghana. Drawing from that analysis, the focus is narrowed to education-focused Islamic NGOs. Data on all NGOs registered with the government of Ghana during the years 2013-2015 are used to identify 63 Islamic NGOs—that is, NGOs adhering to Islamic principles in their mission or programmatic offerings. From this population, analysis examines the Islamic NGOs engaged in education, the scope of services, and revenue portfolios. Findings demonstrate the diversity of services and revenue sources for education-focused Islamic NGOs in Ghana.","PeriodicalId":240270,"journal":{"name":"Journal of Education in Muslim Societies","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131416427","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 research note explores the benefits of conducting empirical research in education and human development to advancing the reform of education movement in the Muslim world. Evidence based knowledge that stems from all types of research methodologies contributes to meaningful and relevant programming in education and policy. Mapping the Terrain study promotes the research agenda through international partnerships and investment in local researchers as well as surveying youth and others in education systems around the world.
{"title":"Education Research and Reform of Education in Muslim Societies","authors":"I. Nasser","doi":"10.2979/jems.2.1.05","DOIUrl":"https://doi.org/10.2979/jems.2.1.05","url":null,"abstract":"Abstract:This research note explores the benefits of conducting empirical research in education and human development to advancing the reform of education movement in the Muslim world. Evidence based knowledge that stems from all types of research methodologies contributes to meaningful and relevant programming in education and policy. Mapping the Terrain study promotes the research agenda through international partnerships and investment in local researchers as well as surveying youth and others in education systems around the world.","PeriodicalId":240270,"journal":{"name":"Journal of Education in Muslim Societies","volume":"61 10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134482790","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 study is to explore the scholarly literature on how philanthropy intersects Islamic education. Specifically, we uncover motivations for supporting voluntary Islamic education. We also find wide gaps in the current amalgamation of disjointed literature.
{"title":"The Role of Philanthropy in Islamic Education","authors":"Afshan Paarlberg","doi":"10.2979/jems.2.1.08","DOIUrl":"https://doi.org/10.2979/jems.2.1.08","url":null,"abstract":"Abstract:The purpose of this study is to explore the scholarly literature on how philanthropy intersects Islamic education. Specifically, we uncover motivations for supporting voluntary Islamic education. We also find wide gaps in the current amalgamation of disjointed literature.","PeriodicalId":240270,"journal":{"name":"Journal of Education in Muslim Societies","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115125706","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}
Maryam S. Sharifian, Lindsay Dornblaser, Salma Y. Vazquez Silva
Abstract:Education is the basic right of every child in any condition. Unfortunately, the conflict in Syria has denied 2 million students education and destroyed 7,000 schools (United Nations Children's Emergency Fund [UNICEF], 2021). Education during conflict is even more critical to promote strong social, emotional, and cognitive development in children. There have been several studies to evaluate the availability and accessibility of education in conflict zones (Mundy & Dryden-Peterson, 2011; Badrasawi et al., 2018). However, there are rare, if any, studies to explore teachers' perception of teaching during war and their performance. Teachers in a war zone certainly have the most significant role in fostering students' development in a different aspect by implementing creative teaching in their lessons. Thus, this study explored the perceptions of primary school Syrian teachers about education in a war zone and their creative teaching practices.
摘要:受教育是每个儿童在任何情况下的基本权利。不幸的是，叙利亚冲突使200万学生无法接受教育，7000所学校被毁(联合国儿童紧急基金会，2021年)。冲突期间的教育对于促进儿童的社会、情感和认知发展更为重要。有几项研究评估了冲突地区教育的可用性和可及性(Mundy & Dryden-Peterson, 2011;Badrasawi et al.， 2018)。然而，很少有研究探讨教师在战争期间对教学的看法及其表现。战区的教师通过在课堂上实施创造性教学，在促进学生在不同方面的发展方面发挥着最重要的作用。因此，本研究探讨了叙利亚小学教师对战区教育的看法及其创造性教学实践。
{"title":"Education During the Active War: Exploring Teachers' Perceptions and Practice in Syria","authors":"Maryam S. Sharifian, Lindsay Dornblaser, Salma Y. Vazquez Silva","doi":"10.2979/jems.3.1.04","DOIUrl":"https://doi.org/10.2979/jems.3.1.04","url":null,"abstract":"Abstract:Education is the basic right of every child in any condition. Unfortunately, the conflict in Syria has denied 2 million students education and destroyed 7,000 schools (United Nations Children's Emergency Fund [UNICEF], 2021). Education during conflict is even more critical to promote strong social, emotional, and cognitive development in children. There have been several studies to evaluate the availability and accessibility of education in conflict zones (Mundy & Dryden-Peterson, 2011; Badrasawi et al., 2018). However, there are rare, if any, studies to explore teachers' perception of teaching during war and their performance. Teachers in a war zone certainly have the most significant role in fostering students' development in a different aspect by implementing creative teaching in their lessons. Thus, this study explored the perceptions of primary school Syrian teachers about education in a war zone and their creative teaching practices.","PeriodicalId":240270,"journal":{"name":"Journal of Education in Muslim Societies","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124124273","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":"Reflective Practice of Islamophobia Intergroup Dialogues in Higher Education","authors":"Fatima Hendricks","doi":"10.2979/jems.2.1.07","DOIUrl":"https://doi.org/10.2979/jems.2.1.07","url":null,"abstract":"","PeriodicalId":240270,"journal":{"name":"Journal of Education in Muslim Societies","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127323711","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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