Re-envisioning the Future: Democratic Citizenship Education and Islamic Education
2014; Oxford University Press; Volume: 48; Issue: 4 Linguagem: Inglês
10.1111/1467-9752.12118
ISSN1467-9752
Autores Tópico(s)Educator Training and Historical Pedagogy
ResumoJournal of Philosophy of EducationVolume 48, Issue 4 p. 539-558 Original Article Re-envisioning the Future: Democratic Citizenship Education and Islamic Education Yusef Waghid, Corresponding Author Yusef Waghid Correspondence: Yusef Waghid, Department of Curriculum Studies, Stellenbosch University, Private Bag X1, Matieland, 7602 Stellenbosch, South Africa. Email: [email protected]Search for more papers by this authorPaul Smeyers, Paul SmeyersSearch for more papers by this author Yusef Waghid, Corresponding Author Yusef Waghid Correspondence: Yusef Waghid, Department of Curriculum Studies, Stellenbosch University, Private Bag X1, Matieland, 7602 Stellenbosch, South Africa. Email: [email protected]Search for more papers by this authorPaul Smeyers, Paul SmeyersSearch for more papers by this author First published: 24 November 2014 https://doi.org/10.1111/1467-9752.12118Citations: 22Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Abstract In this article we address the issue of why democratic citizenship education should be incorporated more meaningfully into Islamic education discourses in formal institutions in the Arab and Muslim world. In the Arab and Muslim world civic and national education seem to be the dominant discourses. We argue that the latter discourses are inadequate to address some of the dystopias in the Arab and Muslim world such as the perpetuation of patriarchy, uncritical obedience to the state (often dictatorships), and blind patriotism. Consequently we posit that unless a culture of acceptance and hospitality (i.e. cosmopolitanism) is cultivated at Islamic educational institutions the possibility of democratic citizenship education unfolding is quite remote. That is, the future of Islamic education can only be re-envisioned if an amended version of democratic citizenship education can inform Islamic education discourses in institutions—one constituted by a culture of acceptance and hospitality. References Akar, B. (2006) Teacher Reflections on the Challenges of Teaching CE in Lebanon: A Qualitative Pilot Study, Reflection in Education, 2.2, pp. 2– 18. Al-Maamari, S. (2011) The Provision of Citizenship Education in Arab Contexts, Citizenship Teaching and Learning, 7.1, pp. 35– 49. 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