Tarbiyah for shakhsiyah (educating for identity): seeking out culturally coherent pedagogy for Muslim children in Britain

摘要

Drawing upon Islamic epistemology to confront the challenges of a postcolonial world, some European Muslims are rejecting existing educational provision, seeking to formulate culturally-coherent pedagogy. This paper contributes to the debate on Islamic schools in Britain through the findings of a qualitative study of a British Muslim community education project initiated by home-schooling mothers who believe in ‘Holistic Islamic Education’. The study demonstrates parallels between the experiences and motivations of these mothers and indigenous education movements in that they seek to provide a ‘Qur’an-centred’ worldview, reviving classical Islamic education and synthesizing it with modern pedagogy as a defence against the dominant secular culture. Their pedagogy involves the nurturing of shakhsiyah (personality/identity) through tarbiyah (holistic upbringing) as a means to navigate the complexity of multiple identities and the challenges of modernity faced by Muslims in Britain.View full textDownload full textKeywordsMuslim women, faith schools, indigenous knowledge, identity, holistic education, cultural coherenceRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/03057925.2012.706452