{"title":"The 2019 Symposium on Muslim Philanthropy and Civil Society","authors":"Hafsa Razi","doi":"10.2979/jems.1.2.09","DOIUrl":"https://doi.org/10.2979/jems.1.2.09","url":null,"abstract":"","PeriodicalId":240270,"journal":{"name":"Journal of Education in Muslim Societies","volume":"61 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":"127209578","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 article argues that third space education reform can be a bridge to Muslim traditions of philanthropy and empathy (one form of which is compassion). By connecting education reform efforts to Muslim tradition, reformers will have greater success due to buy-in from local Muslim populations. By examining primary sources of Islam and using social scientific research on empathy, this article examines the importance of philanthropy in Islam, the intersection of traditional philanthropy and education reform in Muslim societies, and the role of empathy in education. This article links education reform and the science of empathy to further education in Muslim contexts. The authors conclude that reformers should approach education reform in Muslim societies from an empathic and third space lens.
{"title":"Muslim Education Reform: Prioritizing Empathy and Philanthropic Acts","authors":"S. Konrath, Shariq Siddiqui, Saulat Pervez","doi":"10.2979/JEMS.2.2.03","DOIUrl":"https://doi.org/10.2979/JEMS.2.2.03","url":null,"abstract":"Abstract:This article argues that third space education reform can be a bridge to Muslim traditions of philanthropy and empathy (one form of which is compassion). By connecting education reform efforts to Muslim tradition, reformers will have greater success due to buy-in from local Muslim populations. By examining primary sources of Islam and using social scientific research on empathy, this article examines the importance of philanthropy in Islam, the intersection of traditional philanthropy and education reform in Muslim societies, and the role of empathy in education. This article links education reform and the science of empathy to further education in Muslim contexts. The authors conclude that reformers should approach education reform in Muslim societies from an empathic and third space lens.","PeriodicalId":240270,"journal":{"name":"Journal of Education in Muslim Societies","volume":"26 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":"125298325","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 article posits a conceptual framework for understanding how what I call “state philanthropy” in education is used to build democracy. Using the example of Tunisia, the article looks at how states manage grantees, choose partners, frame problems, and evaluate philanthropic endeavors in education. In drawing from the International Relations literature on the conceptual scaffolding of soft diplomacy, the article examines the rise of state philanthropy in education where donor countries spend billions of dollars trying to (re)shape national educational systems under the guise of security. The article explores the difference between educational philanthropy (in the form of zakat, sadaqah, and waqf) and state philanthropy by explaining how the former is waning in support while the latter thrives under perceived new threats. By doing this, the article seeks to contribute to the existing literature on philanthropy by exploring how new actors (both state and non-state alike) are using soft diplomacy to reshape Islamic philanthropy in education. The article concludes by suggesting that we are now entering a complicated time in educational philanthropy that is no longer based on individual giving but one directed and dictated by the geometries of statist interventionism.
{"title":"Using “State Philanthropy” to Educate the Next Generation and Build Democracy","authors":"Tavis D. Jules","doi":"10.2979/JEMS.2.2.02","DOIUrl":"https://doi.org/10.2979/JEMS.2.2.02","url":null,"abstract":"Abstract:This article posits a conceptual framework for understanding how what I call “state philanthropy” in education is used to build democracy. Using the example of Tunisia, the article looks at how states manage grantees, choose partners, frame problems, and evaluate philanthropic endeavors in education. In drawing from the International Relations literature on the conceptual scaffolding of soft diplomacy, the article examines the rise of state philanthropy in education where donor countries spend billions of dollars trying to (re)shape national educational systems under the guise of security. The article explores the difference between educational philanthropy (in the form of zakat, sadaqah, and waqf) and state philanthropy by explaining how the former is waning in support while the latter thrives under perceived new threats. By doing this, the article seeks to contribute to the existing literature on philanthropy by exploring how new actors (both state and non-state alike) are using soft diplomacy to reshape Islamic philanthropy in education. The article concludes by suggesting that we are now entering a complicated time in educational philanthropy that is no longer based on individual giving but one directed and dictated by the geometries of statist interventionism.","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":"127605958","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 this article, a brief overview of the demography and status of Muslims in the United States is presented, followed by a more detailed discussion of the nature and growth of Islamophobia in American society. The implications of both the changing demography and the increase in Islamophobia in recent years with respect to how they have impacted Muslim children and young people in U.S. public schools are then explored and an analysis of efforts to challenge anti-Muslim bias and Islamophobia in public education is presented. The backlash to such efforts to challenge Islamophobia in public education in the United States, originating largely in conservative Christian circles, is discussed, and suggestions are made for how anti-Islamophobic education can be made more effective.
{"title":"Islam in the United States: Addressing Islamophobia in the Public Schools","authors":"T. Reagan","doi":"10.2979/jems.2.1.04","DOIUrl":"https://doi.org/10.2979/jems.2.1.04","url":null,"abstract":"Abstract:In this article, a brief overview of the demography and status of Muslims in the United States is presented, followed by a more detailed discussion of the nature and growth of Islamophobia in American society. The implications of both the changing demography and the increase in Islamophobia in recent years with respect to how they have impacted Muslim children and young people in U.S. public schools are then explored and an analysis of efforts to challenge anti-Muslim bias and Islamophobia in public education is presented. The backlash to such efforts to challenge Islamophobia in public education in the United States, originating largely in conservative Christian circles, is discussed, and suggestions are made for how anti-Islamophobic education can be made more effective.","PeriodicalId":240270,"journal":{"name":"Journal of Education in Muslim Societies","volume":"36 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":"134359565","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":"The Impact of COVID-19 on Islamic Schools in the United States: Implications and Recommendations","authors":"Isra Brifkani, Shaza Khan","doi":"10.2979/JEMS.2.2.05","DOIUrl":"https://doi.org/10.2979/JEMS.2.2.05","url":null,"abstract":"","PeriodicalId":240270,"journal":{"name":"Journal of Education in Muslim Societies","volume":"33 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":"130293931","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:Following the influx of Syrian refugees starting in 2011, the government of Jordan adopted an inclusive model of refugee education. This model integrates refugees into the national education system such that they study the Jordanian curriculum in Jordanian schools. While the national curriculum limits the possibilities of inclusion for Syrian refugee youth, this paper demonstrates that students assert agency to engage with and respond to the curriculum in creative ways. This article offers a framework of curricular engagement comprising four mechanisms students employ in response to the curriculum: extension of the curriculum, leadership in the curriculum, uncertainty and curricular engagement, and resistance of the curriculum. This framework positions refugee youth as active agents in the classroom with power to construct spaces of inclusion and respond to exclusion, thereby giving new cultural meaning to inclusive refugee education. I argue that in the context of inclusive refugee education that centers on a national curriculum which does not reflect the lives and experiences of many refugees, students function in a fluid educational space where they can include and build on their lived experiences.
{"title":"How Syrian Refugees Expand Inclusion and Navigate Exclusion in Jordan: A Framework for Understanding Curricular Engagement","authors":"Elisheva Cohen","doi":"10.2979/jems.2.1.02","DOIUrl":"https://doi.org/10.2979/jems.2.1.02","url":null,"abstract":"Abstract:Following the influx of Syrian refugees starting in 2011, the government of Jordan adopted an inclusive model of refugee education. This model integrates refugees into the national education system such that they study the Jordanian curriculum in Jordanian schools. While the national curriculum limits the possibilities of inclusion for Syrian refugee youth, this paper demonstrates that students assert agency to engage with and respond to the curriculum in creative ways. This article offers a framework of curricular engagement comprising four mechanisms students employ in response to the curriculum: extension of the curriculum, leadership in the curriculum, uncertainty and curricular engagement, and resistance of the curriculum. This framework positions refugee youth as active agents in the classroom with power to construct spaces of inclusion and respond to exclusion, thereby giving new cultural meaning to inclusive refugee education. I argue that in the context of inclusive refugee education that centers on a national curriculum which does not reflect the lives and experiences of many refugees, students function in a fluid educational space where they can include and build on their lived experiences.","PeriodicalId":240270,"journal":{"name":"Journal of Education in Muslim Societies","volume":"43 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":"115745895","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 report shares the results of the Mapping the Terrain annual study which focuses on the attitudes of youths and adults around them regarding values as they relate to growth and development. The interest in values comes from the approach that as youths grow and life conditions change, so do values, and new ones are adopted as a result of people's interactions with each other and their environments. More than 25,000 participants from 14 countries were approached through local coordinators and surveyed on four main values: empathy, forgiveness, moral reasoning, and community mindedness. The results show promise on the importance of the human development approach and universal Islamic values in education in Muslim societies.
{"title":"Mapping the Terrain of Education 2018–2019: A Summary Report","authors":"I. Nasser","doi":"10.2979/jems.1.2.08","DOIUrl":"https://doi.org/10.2979/jems.1.2.08","url":null,"abstract":"Abstract:This report shares the results of the Mapping the Terrain annual study which focuses on the attitudes of youths and adults around them regarding values as they relate to growth and development. The interest in values comes from the approach that as youths grow and life conditions change, so do values, and new ones are adopted as a result of people's interactions with each other and their environments. More than 25,000 participants from 14 countries were approached through local coordinators and surveyed on four main values: empathy, forgiveness, moral reasoning, and community mindedness. The results show promise on the importance of the human development approach and universal Islamic values in education in Muslim societies.","PeriodicalId":240270,"journal":{"name":"Journal of Education in Muslim Societies","volume":"53 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":"124612706","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 article reports on international student perspectives concerning transformative pedagogy through their participation in field trips organized by the Palestinian and Arabic Studies Program at Birzeit University. Students visited historic, religious, and contemporary sites including a Bedouin village, mosques, marketplaces, the site where Jesus was baptized, a Palestinian refugee camp, and farms in the Jordan Valley. The field experience component of the Palestinian study abroad program was examined through pilgrimage curriculum, a journey of discovery to historic and sacred sites. Through analysis of interviews with students from Australia, France, Germany, and Japan, three transnational educational researchers analyzed student discoveries, awakenings, and shifting perspectives to theorize pedagogical features of transformative learning for future educational exchanges for a more just, peaceful, and inclusive world.
{"title":"Transformative Pedagogy in Occupied Palestine: International Student Discoveries and Awakenings","authors":"Shelley D. Wong, Thuy Tu, I. Nasser","doi":"10.2979/jems.3.1.05","DOIUrl":"https://doi.org/10.2979/jems.3.1.05","url":null,"abstract":"Abstract:The article reports on international student perspectives concerning transformative pedagogy through their participation in field trips organized by the Palestinian and Arabic Studies Program at Birzeit University. Students visited historic, religious, and contemporary sites including a Bedouin village, mosques, marketplaces, the site where Jesus was baptized, a Palestinian refugee camp, and farms in the Jordan Valley. The field experience component of the Palestinian study abroad program was examined through pilgrimage curriculum, a journey of discovery to historic and sacred sites. Through analysis of interviews with students from Australia, France, Germany, and Japan, three transnational educational researchers analyzed student discoveries, awakenings, and shifting perspectives to theorize pedagogical features of transformative learning for future educational exchanges for a more just, peaceful, and inclusive world.","PeriodicalId":240270,"journal":{"name":"Journal of Education in Muslim Societies","volume":"14 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":"116692887","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 explores displacement, socialization, resistance, and citizenship by examining citizen identity formation of female schoolchildren and youths at three government (public), double-shift schools in Amman, whereby Jordanian girls attend school in the morning and Syrian refugee girls attend in the afternoon. Because Jordan (along with Lebanon) has the greatest influx of Syrian refugees in the world, school serves as a critical site for interrogating how systems of identity are upheld or altered for children and youths as a result of migration. Qualitative data from 12 focus groups with 90 students (36 Jordanians and 54 refugees) reveal a strong Arab Islamic identity. While Jordanian girls express support for king and country that exhibits pride in their Jordanian national identity, the majority of Syrian refugee girls feel a strong sense of alienation and displacement in Jordan. While proud of Jordan's role as a refugee host state to Arabs fleeing political persecution and societal destruction, some of the female participants acknowledge that Jordan may have reached its maximum capacity to assist despite its commitment to Arab unity.
{"title":"Systems of Social Identity: Citizen Identities Shaping Female Jordanian and Syrian Refugee Students in Amman's Public Schools","authors":"Patricia K. Kubow","doi":"10.2979/jems.1.2.02","DOIUrl":"https://doi.org/10.2979/jems.1.2.02","url":null,"abstract":"Abstract:This study explores displacement, socialization, resistance, and citizenship by examining citizen identity formation of female schoolchildren and youths at three government (public), double-shift schools in Amman, whereby Jordanian girls attend school in the morning and Syrian refugee girls attend in the afternoon. Because Jordan (along with Lebanon) has the greatest influx of Syrian refugees in the world, school serves as a critical site for interrogating how systems of identity are upheld or altered for children and youths as a result of migration. Qualitative data from 12 focus groups with 90 students (36 Jordanians and 54 refugees) reveal a strong Arab Islamic identity. While Jordanian girls express support for king and country that exhibits pride in their Jordanian national identity, the majority of Syrian refugee girls feel a strong sense of alienation and displacement in Jordan. While proud of Jordan's role as a refugee host state to Arabs fleeing political persecution and societal destruction, some of the female participants acknowledge that Jordan may have reached its maximum capacity to assist despite its commitment to Arab unity.","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":"130382768","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":"Translating Human Development Research Into Practice: Notes From the Field","authors":"Alexa Koenig","doi":"10.2979/jems.3.1.06","DOIUrl":"https://doi.org/10.2979/jems.3.1.06","url":null,"abstract":"","PeriodicalId":240270,"journal":{"name":"Journal of Education in Muslim Societies","volume":"2016 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":"131187673","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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