Muslim Schooling in South Africa and the Need for an Educational Crisis?

Autor/inn/en	Davids, Nuraan; Waghid, Yusef
Titel	Muslim Schooling in South Africa and the Need for an Educational Crisis?
Quelle	In: Educational Philosophy and Theory, 53 (2021) 14, S.1509-1519 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Davids, Nuraan) ORCID (Waghid, Yusef)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1080/00131857.2020.1867109
Schlagwörter	Muslims; Social Change; Racial Segregation; Foreign Policy; Democracy; Political Attitudes; Teaching Methods; Religious Education; Islam; Educational Philosophy; Foreign Countries; Crisis Management; South Africa + Suchen Sie Ihr Suchwort? Muslim; Muslimin; Sozialer Wandel; Rassentrennung; Außenpolitik; Demokratie; Political attitude; Politische Einstellung; Teaching method; Lehrmethode; Unterrichtsmethode; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Bildungsphilosophie; Erziehungsphilosophie; Ausland; Krisenmanagement; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Despite unimaginable geopolitical reform and re-humanisation, which saw South Africa transition from colonialism, to apartheid, and now, to a democracy, Muslim education has retained both its character and content. Overdue questions remain unanswered as it becomes evident that while politics and the world of Muslims have shifted -- locally and globally -- Muslim education in South Africa has remained unchanged ideologically and pedagogically. With Arendt's (1968) seminal essay, 'Crisis in education', at the back of our minds, we ask whether a lack of crisis in Muslim education and hence Muslim communities in South Africa, is, in fact, its crisis? Has the cocooning of Muslim education rendered its educational institutions and communities incapable of self-critique, reflection and interrogation? The Islamisation or integration of Muslim education, we posit -- in light of a skewed understanding and implementation -- has not been responded to persuasively. Put differently, Islamisation, as a recognition that a crisis in Muslim education has unfolded, has not been appropriately understood and its implementation seems to have exonerated a crisis in Muslim education to the extent that such a crisis has been subtly ignored. That is, Islamisation itself presented a crisis to Muslim education with very few, if any scholars, willing to engage with it as a crisis of Muslim education, to which we offer a democratic response. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01