穆斯林教育者的教学法:自我、社会和精神转变的工具

IF 2.6 4区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Claire Alkouatli
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引用次数: 4

摘要

在这项解释性研究中,Claire Alkoutli探讨了逊尼派穆斯林教育工作者在伊斯兰教育场所所采用的教学活动,这些场所往往因刻板印象、误解以及不合时宜和灌输的指控而被边缘化。她邀请了35名加拿大穆斯林教育工作者分享他们对向儿童和青年教授伊斯兰教的教育方法的看法。她对参与者多样化描述的主题分析结合成了一个三主题的教学类型学。在本体论、认识论和发展心理学层面上,伊斯兰教育学与主流世俗教育学不同,它位于一个更广泛的概念范式中。认识到他们的整体性和“双重文化相关性”,他们在帮助年轻穆斯林跨范式思考的教师剧目中具有重要的功能,并可能有助于社会文化的连续性和异质社会中更平等的相互认识互动。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Muslim Educators’ Pedagogies: Tools for Self, Social, and Spiritual Transformation
In this interpretive research study, Claire Alkouatli inquires into the pedagogical activities Sunni Muslim educators employ in sites of Islamic education that are often marginalized by stereotypes, misperceptions, and charges of anachronism and indoctrination. She invited thirty-five Muslim Canadian educators to share their perspectives on their pedagogies around teaching Islam to children and youth. Her thematic analysis of participants’ variegated descriptions coalesced into a three-theme pedagogical typology. Distinct from mainstream secular pedagogies at the levels of ontology, epistemology, and developmental psychology, Islamic pedagogies are situated within a wider conceptual paradigm. Recognizing their qualities of holism and “double cultural relevance,” they are functionally significant in teachers’ repertoires for helping young Muslims think across paradigms and may contribute to both sociocultural continuity and more equal inter-epistemic interaction in heterogeneous societies.
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来源期刊
Harvard Educational Review
Harvard Educational Review EDUCATION & EDUCATIONAL RESEARCH-
自引率
0.00%
发文量
20
期刊介绍: The Harvard Educational Review (HER) accepts contributions from researchers, scholars, policy makers, practitioners, teachers, students, and informed observers in education and related fields. In addition to original reports of research and theory, HER welcomes articles that reflect on teaching and practice in educational settings in the United States and abroad.
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