Muslim–Canadian educator’s pedagogies : tools for teaching, learning, and transforming
department or school: Education, Faculty of
department or school: Educational and Counselling Psychology, and Special Education (ECPS), Department of
data provider: DSpace
degree campus: UBCV
creator: Alkouatli, Claire
issued: 2020-04-29T19:11:25Z
issued: 2020
related degree: Doctor of Philosophy - PhD
degree grantor: University of British Columbia
description: Islamic Education is a topic often clouded by stereotypes, misperceptions, and charges of antiquation and indoctrination, yet little empirical research has explored types and purposes of pedagogies in teaching Islam. This critical interpretive study invited formal, informal, and freelance Muslim–Canadian educators to explore a primary research question in individual and group interviews: By what pedagogies do educators engage children and youth in teaching and learning Islam? The methodological approach was an Islamic interpretive bricolage of Islamic paradigmatic and interpretivist concepts and methods, which aimed to recognize data beyond a narrow secular frame and interpret it in ways meaningful within Islamic educational communities. Methodological complexity was a function of sociocultural complexity. The 35 research participants referred to 17 different ‘back-home’ cultures in making sense of Islamic pedagogy in Canada. Thematic analysis of their variegated descriptions coalesced into three themes. First, Dimensional Pedagogies honor and engage unique developmental domains of learners. Second, Contemporary Contextual Pedagogies respond to cultures in which learners are embedded, revealing a need for Canadian cultural relevance in teaching Islam. Third, Transcendent Pedagogies are esoteric interactions beyond the reach of corporeal perceptions, whereby awakening God-consciousness is a primary purpose of both Islamic education and human life. Together, the three themes constitute a pedagogical typology that positions Islamic pedagogies as central to distinct expressions of education and human development, highlighting new directions in Islamic educational research. The typology suggests that secular, Western, teacher-education programs may not provide the range of pedagogies that Muslim educators need to effectively educate Muslim children. It illuminates modalities for advancing Islamic teacher education. In centering Islamic pedagogies marginal to a Canadian m…
aggregated CHO: https://circle.library.ubc.ca/rest/handle/2429/74229
note: Muslim–Canadian Educator’s Pedagogies: Tools for Teaching, Learning, and Transforming by Claire Alkouatli B.Sc., University of Victoria, 1995 M.A., University of British Columbia, 2015 A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF Doctor of Philosophy in THE FACULTY OF GRADUATE AND POSTDOCTORAL STUDIES (Human Development, Learning and Culture) THE UNIVERSITY OF BRITISH COLUMBIA (Vancouver) April 2020 © Claire Alkouatli, 2020 ii The following individuals certify that they have read, and recommend to the Faculty of Graduate and Postdoctoral Studies for acceptance, the dissertation entitled: Muslim–Canadian Educator’s Pedagogies: Tools for Teaching, Learning, & Transforming submitted by Claire Alkouatli in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Human Development, Learning, and Culture Examining Committee: Dr. Jasmin Zine, Professor, Sociology and Muslim Studies, Wilfrid Laurier University Supervisor Dr. Ali Abdi, Professor, Department of Educational Studies (EDST), UBC Supervisory Committee Member Dr. Barbara Weber, Associate Professor, HDLC, EPSE, UBC Supervisory Committee Member Dr. Deborah Butler, Professor, HDLC, EPSE, UBC University Examiner Dr. Samuel Rocha, Associate Professor, EDST, UBC University Examiner Dr. Mohamad Abdalla, Professor, Islamic Studies, University of South Australia External Examiner iii Abstract Islamic Education is a topic often clouded by stereotypes, misperceptions, and charges of antiquation and indoctrination, yet little empirical research has explored types and purposes of pedagogies in teaching Islam. This critical interpretive study invited formal, informal, and freelance Muslim–Canadian educators to explore a primary research question in individual and group interviews: By what pedagogies do educators engage children and youth in teaching and learning Islam? The methodological approach was an Islamic interpretive bricolage of Islamic paradigmatic and interpr…
has type: Thesis/Dissertation
date issued: 2020-05
is shown at: 10.14288/1.0390038
language: eng
degree discipline: Human Development, Learning, and Culture
provider: Vancouver : University of British Columbia Library
publisher: University of British Columbia
rights: Attribution-NonCommercial-NoDerivatives 4.0 International
rights URI: http://creativecommons.org/licenses/by-nc-nd/4.0/
scholar level: Graduate
type: Text
identifier URI: http://hdl.handle.net/2429/74229