Making Islamic

Studies

Relevant

Dr. Nadeem Memon

Overview

Among the most common criticisms by students in Islamic Studies classes

globally is that they feel disengaged (Abdalla, 2018; Bakali et. al, 2018).

Empirical research has found that students feel Islamic Studies does not

respond to the issues and problems they face and that the content taught

does not connect to their overall learning. In short, students are increasingly

concerned about the relevance of Islamic Studies. As with all subjects, a

significant responsibility falls on the shoulders of us as educators to make

learning relevant. This workshop will unpack the sentiments expressed by

students about disengagement and propose a series of approaches to

make Islamic Studies relevant again.

Outcomes

1. Critical analysis of Islamic Studies teaching

2. Five standards of teaching that ought to define Islamic Studies instruction

3. Five practical approaches to making Islamic Studies relevant

Agenda

Time Agenda

First half Problems

Break 10 mins

Second half Potential

Approach / Ground Rules

1. You have a wealth of knowledge, experience, and insight

2. My role is to push thinking and facilitate learning

3. You will make this experience as useful or not as you like

4. Ask, challenge (respectfully), engage, adapt and adopt

5. At the end of the day we will NOT all agree

WHY ARE YOU HERE?

Whole Group

WHO’S IN THE ROOM?

Whole Group

MY ESSENTIAL TAKE AWAY

Whole Group

Personal Background

Part I

What We Know

What Parents Want Abdalla 2018

In a study of Australian Islamic Schools, Clyne (1997) found that parents

wanted an education that was ‘religious, teaches them [students]

appropriate behaviour, respects Islamic culture and values, fosters their

Muslim identity, and provides the skills and knowledge for a good future’.

Two Curricular Approaches NOT Working Abdalla 2018

Shamma (2011) found that Muslim students in the United States find the

didactic approach in Islamic Studies being taught from a text boring,

repetitive and lacking in thought, resulting in them ‘turning off’.

Textbooks Integrated

Around the World – Consistent Challenges Abdalla 2018

• Denmark: Lessons in Qur’an recitation and formalities expressed as rules and codes imposed by the board on staff and students (Merry and Driessen, 2005)

• United Kingdom: Islamic and Qur’anic studies as subjects merely appended to a standard public education curriculum (Walford, 2002)

• United States: Decontextualized courses in Arabic, Qur’an memorisation and Islamic studies. The danger of this, argues is that it possibly ‘creates a situation where at best the classes produce factually knowledgeable students uncommitted to Islam and at worst students who turn away from Islam’. (Moes, 2006)

Responsibility of Educators Abdalla 2018

Halstead (1995) informs us that teaching is ‘almost a religious obligation’

for the learned (‘ulama) in Islam, and the teacher is often ‘accountable to

the community not only for transmitting knowledge and for developing their

students’ potential as rational beings, but also for initiating them into the

moral, religious and spiritual values which the community cherished’.

What’s Needed Abdalla 2018

1. Students must learn to internalise principles and practices of Islam and

must be taught how to apply these in contemporary Western society.

(Douglass and Shaikh)

2. Biggest concern of critics towards Islamic schools is ‘the ability of

Islamic schools to prepare children to live in a multicultural society’,

and the ability (or lack thereof) to reflect critically on their own cultural

and religious norms. (Merry and Driessen)

First Empirical Study of Islamic Studies Abdalla 2018

• Abdalla (2018)

• Australian Islamic Schools

• Insider perspective

• Focus Groups and Observations

• Focused on Islamic Studies

• Teacher, administration, parent, and student perspectives

Findings: Teacher Perspectives on Strengths Abdalla 2018

• Students are interested in IS/fuels discussion in class

• Curious/desire Islamic knowledge

• Senior students very keen/ask very critical questions

• Primary students observed speaking Arabic words or common sayings or Islamic statements

• Students ask very challenging questions

• Respect and love IS teachers (not at all times)

• Students have respect for Islam

• Students are multicultural and accepting of each other

• Unity among students of different nationalities

Findings: Student Perspectives on Strengths Abdalla 2018

• Important things they learn in IS

• History of the Prophetic/Muslim way of respecting others/

• Punishment and consequences/power of duaa’ (supplication)

• How to respect parents in accordance with Islam

• Some teachers equip students with real-life Islam

• Teachers born and raised here more engaging and relevant to students • One

teacher able to answer questions/is calm and does not make Islam seem so

strict/makes jokes/enthusiastic

Findings: Teacher Perspectives on Weaknesses Abdalla 2018

• Lack of systematic approach to IS subjects makes teaching difficult

• Absence of syllabus/curricula for IS makes teaching problematic

• No framework or direction for IS

• Fragmented and chaotic

• No strategic planning encompassing teacher training needs to successfully implement aims

• No consultation with teachers before decisions/changes

• Ineffective/insufficient/lack of communication

• Building genuine relationship with students not easy

• Challenging to draw the line between complacency and strictness

• Getting students to pray is a challenge/students run off during prayer time

Findings: Student Perspectives on Weaknesses Abdalla 2018

• Not engaging or fascinating/not enjoyable • No discussion happening/only listening/students fall asleep • Not gaining new knowledge about Islam/no answers to questions/

• Repeating same things since Year 5/low-level info • Teaching approach is not practical • No depth in real-life issues • IS teachers do not showcase different schools of thought/points of

• View in Islam; only delve into their own school of thought • Outcomes not achieved in IS because they are not relevant to lives

• of students • Ways to achieve IS aims not working • Not teaching how to live in society/cannot apply what is being learnt • Constant repetition/not practical/low-level • Teaching same basics into senior school • Contradictory information being taught • Behaviour and attitudes problematic • Show different faces to students and staff

Findings: Teacher Persp. on Recommendations Abdalla 2018

• Properly infusing Islam should be a whole school response

• Outline a vision of the desired outcome of IS

• Obtain help from specialists to research how system can be changed positively

• All stakeholders should be involved/present a united front to nurture students

• Training for parents/let them know what the school is aiming to achieve

• Professional development for teachers on communication skills and leadership skills

• Training on how to teach Islam in contemporary world

• Implementation of technology in teaching materials

• Learning ways to teach that are more creative/constructive

Findings: Student Persp. on Recommendations Abdalla 2018

• IS should go beyond what is halal and haram and go into ‘why’; teachers should explain

Islamic reasoning to students

• IS should help students navigate the real world and the society in which they live

• Teachers should work to address questions from students on practical issues in life

• where appropriate

• IS should explain various points of view within Islam

• Teaching needs to become more engaging and creative

• IS teachers should work on developing personable relationship with students, avoid

• harshness and strictness at all times

• Curriculum should advance as students progress through school years

• Should be a focus on theory and practice for young Muslims

HOW ACCURATE ARE THESE STUDENT RECOMMENDATIONS IN THE PAKISTAN CONTEXT?

Reflection

Why do students find Islamic Studies “boring” Four Corners

Today’s students are self-absorbed and not interested in sincerely learning about

religion

Islamic Studies can’t compete with mandatory courses in sciences and mats

that promise career pathways

We don’t have the learning resources to engage students effectively

The whole idea of making Islamic Studies ”engaging” is problematic – students

should be intrinsically motivated

Other

Break

STUDENTS ARE NOT THE PROBLEM Deficit Thinking

Focus: 4 Key Student Recommendations Abdalla 2018

1. Teachers should explain “why” - Islamic reasoning to students

2. Help students navigate the real world and the society in which they live

3. Address questions from students on practical issues in life

4. Should explain various points of view within Islam

Placemat: Small Group Discussion

What are students referring to here? Concrete examples.

Examples of strategies you’ve

used

Examples of strategies you could

use

Why is this important to address?

Student Recommendation

1

4 3

2

Wrap Up:

5 Take Aways

Recommendations Forward

1. Begin with student needs and aspirations

2. Take challenging questions seriously

3. Take the world around students seriously

4. Make authentic connections

5. We are learning as well.

IF WE DON’T WHO WILL? Disengagement is not an option