Islamic Schooling in America - Competing Visions

8/13/2019 Islamic Schooling in America - Competing Visions

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Islamic Schoolingin America:

Competing Visions

Brandeis University

www.islamicteachereducation.com

Islamic Schooling in America:Competing Visions

Nadeem Memon


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Competing Visions

Brandeis University


Outline

1. Context of Islamic Schooling in America2. Meanings of Islamic Education3. From Protest to Praxis: A Brief Historical

Overview

4. Visions of Islamic Schooling: A Taxonomy5.

Complexities within Realities: The Future ofIslamic Schooling in America


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Competing Visions

Brandeis University


Contention

Islamic schooling captures the diversities,distinctions, and complexities of Islam inAmerica better than any other point of

comparison and analysis


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Competing Visions

Brandeis University


ISLAMIC SCHOOLING INAMERICA

Context


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Competing Visions

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Islamic Schooling Growth

252 American 60 Canadian 80% > 10 years old Public perceptions

post 9/11, 7/7, andToronto 18

Concentration inToronto


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Types of Schooling

Full-time (DaySchools)

Weekend Madrassa


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Competing Visions

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Average American Islamic School

150-200 students 10-15 years old Suburban, tuition based Ethnically diverse Connected to a mosque Pedagogically

conventional

Aspire for a Muslimenvironment


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Field of Islamic Schooling

Private run schools Accredited No boards of education No teacher training programs A few supporting

organizations

Text book publishinginitiatives


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MEANINGS OF ISLAMICEDUCATION

Concepts and Terminology:


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Brandeis University


Muslim Communities

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Competing VisionsBrandeis University


Meanings of Islamic Education

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Islamic Schoolingin America:Competing Visions

Brandeis University


Teaching Islamic Education

1. Informal Curriculum2.Appended3. Integrated4. Discipline Based5. Character Based


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Forms of Integrated

Weak Integration Almost appended (adding a Muslim text to the reading list

or beginning the lesson with a verse from the Quran)

Add and Stir Integration What is added and how well it is stirred is dependent onindividual teachers

Cross-Curricular Integration Requires a re-writing of curriculum expectations Requires mapping Islamic curriculum expectations

across subject areas

Holistic Integration Re-writing the entire curriculum from within an Islamic

worldview Seamlessly integrating Ministry/State learning

expectations within a new theme based framework


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A BRIEF HISTORICALSKETCH

From protest to praxis:


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3 Visionaries

3 Distinct

HistoricalContexts

3 UniquePedagogicalStances


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3 Visionaries


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3 Historical Contexts

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3 Different Pedagogies

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Why are the 3 visions significant?

1. More than one conception of Islamicschooling

2. Each phase highly influenced by historicalcontext and visionary

3. Reveal complexities, collaborations, andtensions between Muslim communities


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A TAXONOMY

Visions of Islamic Schooling:


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Taxonomy

Assimilate and Succeed(Public school supporters)

Preserve and Protect(Islamic schools 1stgen)

Integrate and Contribute(Islamic schools 2ndGen)

Challenge and Revive

(Homeschoolers)

Lead from within(Madrassas)


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FUTURE OF ISLAMICSCHOOLING IN AMERICA

Complexities within Realities:


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Conceptual Challenges for IslamicSchooling

Intra-faith dialogue can orientations speak toeach other or will we have schools divided byorientations?

Collaboration in the face of Competition Is a Curriculum for Islamic Studies possible? SES, Racial, Ethnic Divides Perceptions of Islamic Schools: Ghettoizing,

Substandard


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QUESTIONS?

Thank you

Islamic Schooling in America - Competing Visions

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