Discourses in Islamic Educational Theory in the Light of Texts and Contexts

Autor/in	Lahmar, Fella
Titel	Discourses in Islamic Educational Theory in the Light of Texts and Contexts
Quelle	In: Discourse: Studies in the Cultural Politics of Education, 32 (2011) 4, S.479-495 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0159-6306
DOI	10.1080/01596306.2011.601548
Schlagwörter	Islamic Culture; Educational Theories; Foreign Countries; Religious Education; Educational Objectives; Educational History; Curriculum Development; Cultural Context; United Kingdom + Suchen Sie Ihr Suchwort? Islam; Kultur; Educational theory; Theory of education; Bildungstheorie; Ausland; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Educational objective; Bildungsziel; Erziehungsziel; History of education; Bildungsgeschichte; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Großbritannien
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 has two main aims. First, to give an overview of the institutional contexts of Islamic education and how they are linked to contemporary types of Islamic schools in Britain. Second, 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. (Contains 6 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10