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Article
Publication date: 11 April 2016

Glenn Hardaker and Aishah Sabki

The purpose of this paper is to provide insights on the interconnectedness of the Muslim community, madrasah and memorisation in realising the process of embodiment.

Abstract

Purpose

The purpose of this paper is to provide insights on the interconnectedness of the Muslim community, madrasah and memorisation in realising the process of embodiment.

Design/methodology/approach

Our anthropological study was conducted in 2011 at a prominent madrasah for higher education in England. The madrasah has approximately 400 adult learners that are studying Islamic studies programme. For our anthropological study, the notion of Islamic teaching and embodiment was integral to each other and was illustrative of a long educational tradition of the pedagogy of Islam. For this research, we follow a sensory narrative style in expressing our descriptions.

Findings

The findings provide an insight into the nature of memorisation for embodiment. The research suggests that the madrasah was teaching memorisation with a purpose to support the process of personal embodiment. Moreover, what we also see when considering madrasah life is that the notion of the “walking Qur’an” endures, and it transcends in the form of locally flavoured articulations of embodiment. To reiterate, the Islamic approach to memorisation for embodiment was found to be a practice relevant to all of us, as individuals, communities and institutions, reflexively engaging in the world around us. For the British madrasah, this was seen to be pivotal to the Islamic pedagogy shaped by the interplay between orality, facilitating memorisation and the didactic approach towards the sacred. From our observations, embodiment has a physical and spiritual dimension where prophecy is retained and is inherent to existence and daily madrasah practice.

Originality/value

Our narrative experiences bring a spiritual order to the pedagogical matters of memorisation represented by the inseparable nature of knowledge and the sacred. The interweaving of experiential narrative with a theoretical perspective brings forth our understanding towards the nature of memorisation for embodiment.

Details

Journal for Multicultural Education, vol. 10 no. 1
Type: Research Article
ISSN: 2053-535X

Keywords

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Article
Publication date: 7 August 2017

Glenn Hardaker, Aishah Sabki, Atika Qazi and Javed Iqbal

Most research on information and communication technologies (ICT) differences has been related to gender and ethnicity, and to a lesser extent religious affiliation. The…

Abstract

Purpose

Most research on information and communication technologies (ICT) differences has been related to gender and ethnicity, and to a lesser extent religious affiliation. The purpose of this paper is to contribute to this field of research by situating the discussion in the context of British Muslims and extending current research into ICT differences beyond gender and ethnicity.

Design/methodology/approach

This paper explores the ICT differences in access and use by British Muslim teenage girls at Islamic faith schools, and ICTs’ perceived influence on learning. The qualitative research was undertaken by conducting 45 semi-structured interviews with British Muslim teenage girls in Islamic faith schools.

Findings

The study provides tentative findings that Islamic faith schools are not only framed by the wider diverse Muslim community, but also by the supplementary schooling of madrasahs. The findings suggest that the home use of ICTs was reinforced rather than compensated for by the Islamic faith schools. This seemed to inhibit many pupils’ access to online educational resources. The authors found that didactic instruction was prevalent and this provided tentative insights into the types of digital inequity experienced by many pupils.

Originality/value

The research into ICT differences in the UK adopted the premise that the unity in Muslim identity increasingly transcends ethnicity and gender in the Muslim community.

Details

The International Journal of Information and Learning Technology, vol. 34 no. 4
Type: Research Article
ISSN: 2056-4880

Keywords

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Article
Publication date: 1 March 2021

Glenn Hardaker, Aishah Sabki and Liyana Eliza

The purpose of this study is to react to COVID-19 and is intended to transcend the regular thoughts to deeper issues towards humanity and nature. This paper also extends…

Abstract

Purpose

The purpose of this study is to react to COVID-19 and is intended to transcend the regular thoughts to deeper issues towards humanity and nature. This paper also extends further the article “pedagogy of life beyond extinction” published in the Journal for Multicultural Education. This paper continues this discussion by further inward reflections on the self and the search for ultimate happiness amid the current pandemic that emerged in 2020. The study focusses on a holistic perspective towards a pedagogy that extends further the previous article by focussing on issues of happiness, dialogue and self-awareness.

Design/methodology/approach

This study adopts a reflective and exploratory, style that is an enabler for future research into a pedagogy that is focussed on humanity and nature.

Findings

The conceptual paper explores a holistic perspective towards a pedagogy that considers issues of happiness, dialogue and self-awareness.

Originality/value

This study’s intention is to extend the notion of pedagogy that looks beyond educational institutions in seeking a wider understanding of humanity and nature. The concept of “pedagogy of life beyond happiness” is used as a way to understand levels of the “self” as a way to gain deeper self-awareness. This provides a lens for seeking ultimate happiness.

Details

Journal for Multicultural Education, vol. 15 no. 1
Type: Research Article
ISSN: 2053-535X

Keywords

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Article
Publication date: 11 August 2020

Liyana Eliza, Aishah Ahmad Sabki and Glenn Hardaker

The purpose of this study is a reaction to COVID-19 and is intended to transcend the regular thoughts to deeper issues towards humanity and nature. The study explores the…

Abstract

Purpose

The purpose of this study is a reaction to COVID-19 and is intended to transcend the regular thoughts to deeper issues towards humanity and nature. The study explores the notion of extinction, and what we value, and alludes to humanity increasingly having fractured self-awareness in the context of the uncharted health threat of the global pandemic of 2020. The study focusses on a holistic perspective towards pedagogy that explores related issues of knowledge, spirituality, self-awareness and embodied actions.

Design/methodology/approach

This study adopts a reflective, and exploratory, style that is an enabler for future research into pedagogy that is focussed on humanity and nature.

Findings

The conceptual paper explores an holistic perspective towards pedagogy that considers issues of knowledge, spirituality, self-awareness and embodied actions.

Originality/value

This study’s intention is to extend our notion of pedagogy that looks beyond educational institutions in seeking a wider understanding of humanity and nature. The concept of “pedagogy of life beyond extinction” is used as a way to identify a selfless way in life that is underpinned by self-awareness. This provides a lens to intrinsic and extrinsic values that come from an interpretation of truth in our existence beyond self-interest.

Details

Journal for Multicultural Education, vol. 14 no. 3/4
Type: Research Article
ISSN: 2053-535X

Keywords

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Article
Publication date: 6 September 2019

Aishah Sabki and Glenn Hardaker

In madrasahs around the world, teaching and learning methods regarding the memorisation of the Qur’an follow the same notion of repetition and the need for embodiment…

Abstract

Purpose

In madrasahs around the world, teaching and learning methods regarding the memorisation of the Qur’an follow the same notion of repetition and the need for embodiment, going beyond rote memorisation, to include a form of active learning. The process of memorisation for automaticity and inculcation of the Qur’an is seen when an individual can accurately recite the text in an illuminating way. This approach of repeatedly reciting, reading and writing Qur’anic texts is seen as an enduring method for achieving accuracy, fluency and automaticity. The purpose of this study is to extend the existing body of knowledge in the field by proposing that memorisation in the Islamic context is evident through embodied interactions in the spiritual and physical realm. Educational research on madrasahs is scarce, and the limited research that has been conducted focuses primarily on children’s madrasahs. This study is unique, in that its focus is British madrasahs for adults.

Design/methodology/approach

After conducting observations and interviews at three British adult madrasahs, a narrative analysis using a “holistic-form” approach to gain complete narratives of recitation, oral repetition and embodied learning in the Islamic context was performed. It was found that memorisation and the desire for embodied learning were an integral part of madrasah life and the foundation of the pedagogical approach and of students’ relationship with the teachers. This study concludes that the pedagogical approach used in the madrasahs reflects deep learning through an action-oriented methodology. This study’s fieldwork provides insights into the distinctiveness of the madrasah approach.

Findings

The study provides insights into the characteristics of the memorisation process as represented in the embodied actions of the learner. The results indicate that, in the future, the Islamic memorisation methodology must continue to support deep learning where rote memorisation is integral to an iterative process of practice.

Originality/value

The Islamic memorisation methodology needs to retain an approach that supports higher learning where rote memorisation is integral to an iterative process of practice and in this study, some, in achieving embodied learning. This in turn is instrumental in sustaining an Islamic epistemological perspective of the inseparable nature of knowledge and the sacred. This study provides some insights into the “heart” of the Islamic approach towards memorisation for embodiment that represents a complex process of individual renewal based on the notion of adab through an approach to deep learning.

Details

Journal for Multicultural Education, vol. 13 no. 4
Type: Research Article
ISSN: 2053-535X

Keywords

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Abstract

Details

Pedagogy in Islamic Education
Type: Book
ISBN: 978-1-78754-532-8

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Book part
Publication date: 19 November 2018

Glenn Hardaker and Aishah Ahmad Sabki

Abstract

Details

Pedagogy in Islamic Education
Type: Book
ISBN: 978-1-78754-532-8

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Book part
Publication date: 19 November 2018

Glenn Hardaker and Aishah Ahmad Sabki

Abstract

Details

Pedagogy in Islamic Education
Type: Book
ISBN: 978-1-78754-532-8

To view the access options for this content please click here

Abstract

Details

Pedagogy in Islamic Education
Type: Book
ISBN: 978-1-78754-532-8

To view the access options for this content please click here
Book part
Publication date: 19 November 2018

Glenn Hardaker and Aishah Ahmad Sabki

Abstract

Details

Pedagogy in Islamic Education
Type: Book
ISBN: 978-1-78754-532-8

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