Abstract:Mentoring is recognized as supporting student success, is present in references to good pedagogical practices, but seems to be absent from the vast majority of Middle East/North African universities. In this article, we suggest that such an absence is due to mentoring not being adequately theorized within regional traditions; mentoring is seen as distinct from the cultures that inform our understandings of educational best practices. To address this lack of a regionally based theoretical framework, this article examines the concept of Mouakhat as a possible framework to address conceptual limitations in how a university education is framed and, in doing so, demonstrates the value of communal-based programs, such as university-based mentoring for nontraditional students. In particular, this article argues that the Mouakhat tradition of "brothering/sistering" between Mouhajirin (the new immigrants who were persecuted in Mecca) and Elansar (the inhabitants of Elmadinah) initiated an ethical responsibility of assistance and integration between new and ongoing community members, an ethic which needs to be instilled within university practices and pedagogies.Using the case study of Algerian higher education, we argue that for many nontraditional university students, such as those from rural areas, stepping on campus is a form of immigration and the failure to provide mentoring to them contributes to their high failure rate within Algerian universities. This article begins by contextualizing the stated role of a university education in Algeria, with a focus on how such an education attempts to blend global frameworks and local community needs. The article then moves to a consideration of how students self-identified the need for institutional support to succeed in college as demonstrated by students within an international writing collaborative, The Twiza Project. Next, the article proposes how a mentoring program premised on the concept of Mouakhat might address such needs. Finally, the potential value of such a Mouakhat program for students, faculty, and universities is outlined.
{"title":"Utopian Speculations on Student Success: Conceptualizing the Value of Mouakhat Within a Neoliberal University Education","authors":"Ahmed Abdelhakim Hachelaf, Steve Parks","doi":"10.2979/jems.3.1.02","DOIUrl":"https://doi.org/10.2979/jems.3.1.02","url":null,"abstract":"Abstract:Mentoring is recognized as supporting student success, is present in references to good pedagogical practices, but seems to be absent from the vast majority of Middle East/North African universities. In this article, we suggest that such an absence is due to mentoring not being adequately theorized within regional traditions; mentoring is seen as distinct from the cultures that inform our understandings of educational best practices. To address this lack of a regionally based theoretical framework, this article examines the concept of Mouakhat as a possible framework to address conceptual limitations in how a university education is framed and, in doing so, demonstrates the value of communal-based programs, such as university-based mentoring for nontraditional students. In particular, this article argues that the Mouakhat tradition of \"brothering/sistering\" between Mouhajirin (the new immigrants who were persecuted in Mecca) and Elansar (the inhabitants of Elmadinah) initiated an ethical responsibility of assistance and integration between new and ongoing community members, an ethic which needs to be instilled within university practices and pedagogies.Using the case study of Algerian higher education, we argue that for many nontraditional university students, such as those from rural areas, stepping on campus is a form of immigration and the failure to provide mentoring to them contributes to their high failure rate within Algerian universities. This article begins by contextualizing the stated role of a university education in Algeria, with a focus on how such an education attempts to blend global frameworks and local community needs. The article then moves to a consideration of how students self-identified the need for institutional support to succeed in college as demonstrated by students within an international writing collaborative, The Twiza Project. Next, the article proposes how a mentoring program premised on the concept of Mouakhat might address such needs. Finally, the potential value of such a Mouakhat program for students, faculty, and universities is outlined.","PeriodicalId":240270,"journal":{"name":"Journal of Education in Muslim Societies","volume":"258 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":"114300097","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. Yusef Waghid","authors":"Alyaa Ebbiary, Y. Waghid","doi":"10.2979/JEMS.2.2.11","DOIUrl":"https://doi.org/10.2979/JEMS.2.2.11","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":"116878641","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}
As schools strive to provide a quality education for the twenty first century, they are becoming more aware that children and young people need to develop not only cognitive but also social and emotional competences to help them navigate successfully through the tasks and challenges in their pathway towards adulthood. This presentation discusses why it is important for children to develop social and emotional competencies in school and how these are related both to their social and emotional wellbeing as well as to their academic learning. It presents a whole schoolapproach to social and emotional learning, based on a recent analysis of reviews of studies and meta analyses on social and emotional learning, with a particular focus on the European context.
{"title":"Advancing Education in Muslim Societies: Mapping the Terrain","authors":"I. Nasser, Maryam Saroughi","doi":"10.2979/JEMS.2.2.06","DOIUrl":"https://doi.org/10.2979/JEMS.2.2.06","url":null,"abstract":"As schools strive to provide a quality education for the twenty first century, they are becoming more aware that children and young people need to develop not only cognitive but also social and emotional competences to help them navigate successfully through the tasks and challenges in their pathway towards adulthood. This presentation discusses why it is important for children to develop social and emotional competencies in school and how these are related both to their social and emotional wellbeing as well as to their academic learning. It presents a whole schoolapproach to social and emotional learning, based on a recent analysis of reviews of studies and meta analyses on social and emotional learning, with a particular focus on the European context.","PeriodicalId":240270,"journal":{"name":"Journal of Education in Muslim Societies","volume":"4 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":"134278597","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 the context of a rapidly changing world landscape, universities in the United States and abroad are internationalizing their curricula and engaging in faculty and student international exchanges. Because professors are the ones who are largely responsible for translating and implementing global perspectives to the local university, it is important to understand how those participating in international experiences might be influenced and come to transfer new knowledge post-project. Using a phenomenological approach to capture the voices of faculty, this study explored how three professors at a private university in Pakistan experienced internationalization during a three-year funded project. Richly nuanced data share professors' responses upon return to Pakistan, presenting a window into individual experiences and their "transadaption" of global thinking to the local.
{"title":"Investigating Individual Growth and Change as a Result of International Professional Learning in Pakistani Higher Education","authors":"R. Fox, Woo-Seung Kim, Tareque Mehdi","doi":"10.2979/jems.3.1.03","DOIUrl":"https://doi.org/10.2979/jems.3.1.03","url":null,"abstract":"Abstract: In the context of a rapidly changing world landscape, universities in the United States and abroad are internationalizing their curricula and engaging in faculty and student international exchanges. Because professors are the ones who are largely responsible for translating and implementing global perspectives to the local university, it is important to understand how those participating in international experiences might be influenced and come to transfer new knowledge post-project. Using a phenomenological approach to capture the voices of faculty, this study explored how three professors at a private university in Pakistan experienced internationalization during a three-year funded project. Richly nuanced data share professors' responses upon return to Pakistan, presenting a window into individual experiences and their \"transadaption\" of global thinking to the local.","PeriodicalId":240270,"journal":{"name":"Journal of Education in Muslim Societies","volume":"98 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":"123750378","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":"Pedagogies of Culture: Schooling and Identity in Post-Soviet Tatarstan, Russia by Dilyara Suleymanova (review)","authors":"E. Akhmetova","doi":"10.2979/jems.3.1.07","DOIUrl":"https://doi.org/10.2979/jems.3.1.07","url":null,"abstract":"","PeriodicalId":240270,"journal":{"name":"Journal of Education in Muslim Societies","volume":"258 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116202807","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":"Islamic Knowledge and the Making of Modern Egypt by Hilary Kalmbach (review)","authors":"Haggag Ali","doi":"10.2979/jems.3.1.08","DOIUrl":"https://doi.org/10.2979/jems.3.1.08","url":null,"abstract":"","PeriodicalId":240270,"journal":{"name":"Journal of Education in Muslim Societies","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128751290","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":"Embodying Geopolitics: Generations of Women's Activism in Egypt, Jordan, and Lebanon by Nicola Pratt (review)","authors":"S. Tareen","doi":"10.2979/jems.3.1.09","DOIUrl":"https://doi.org/10.2979/jems.3.1.09","url":null,"abstract":"","PeriodicalId":240270,"journal":{"name":"Journal of Education in Muslim Societies","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121342622","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:South Africa's transition to democracy signaled many new beginnings to different people and communities. For the Muslim community, democracy beckoned toward an untraversed path of identity and expression—one unshielded by the seclusion unintentionally provided through apartheid. The changes, while not immediately obvious, were nevertheless profound, no more so than within a new realm of desegregated schools. The extensive migratory patterns of learners to previously “off-limits” schools soon revealed another pattern of exit: The more public schools diversified, the greater the increase in the number of faith-based schools. Although small in relation to the total number of independent schools, the percentage of Muslim schools was significantly higher than the proportion of Muslims in the South African population. In “mapping the terrain” of Muslim education in post-apartheid South Africa, the interest of this article lies, firstly, in understanding the underlying motivation for this proliferation of Muslim schools and, secondly, how the prevalence of faith-based schools might enhance South Africa's democracy.
{"title":"Muslim Education in Democratic South Africa: Convergence or Divergence of Religion and Citizenship?","authors":"N. Davids","doi":"10.2979/jems.1.1.04","DOIUrl":"https://doi.org/10.2979/jems.1.1.04","url":null,"abstract":"Abstract:South Africa's transition to democracy signaled many new beginnings to different people and communities. For the Muslim community, democracy beckoned toward an untraversed path of identity and expression—one unshielded by the seclusion unintentionally provided through apartheid. The changes, while not immediately obvious, were nevertheless profound, no more so than within a new realm of desegregated schools. The extensive migratory patterns of learners to previously “off-limits” schools soon revealed another pattern of exit: The more public schools diversified, the greater the increase in the number of faith-based schools. Although small in relation to the total number of independent schools, the percentage of Muslim schools was significantly higher than the proportion of Muslims in the South African population. In “mapping the terrain” of Muslim education in post-apartheid South Africa, the interest of this article lies, firstly, in understanding the underlying motivation for this proliferation of Muslim schools and, secondly, how the prevalence of faith-based schools might enhance South Africa's democracy.","PeriodicalId":240270,"journal":{"name":"Journal of Education in Muslim Societies","volume":"131 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123068996","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}
Pub Date : 2019-06-01DOI: 10.2979/MUSLPHILCIVISOC.3.1.05
S. Tareen
{"title":"Policy Patrons: Philanthropy, Education Reform, and the Politics of Influence by Megan E. Tompkins-Stange (review)","authors":"S. Tareen","doi":"10.2979/MUSLPHILCIVISOC.3.1.05","DOIUrl":"https://doi.org/10.2979/MUSLPHILCIVISOC.3.1.05","url":null,"abstract":"","PeriodicalId":240270,"journal":{"name":"Journal of Education in Muslim Societies","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133449878","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":"Teaching Islamic Studies in the Age of ISIS, Islamophobia, and the Internet by Courtney M. Dorroll (review)","authors":"Daniel Henrique Salgado","doi":"10.2307/j.ctv9hvrmx","DOIUrl":"https://doi.org/10.2307/j.ctv9hvrmx","url":null,"abstract":"","PeriodicalId":240270,"journal":{"name":"Journal of Education in Muslim Societies","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132615087","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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