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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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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

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.

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.

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

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

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.

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.

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.

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.

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.

The purpose of this paper is to explore what is believed to be a deep connection between Islamic pedagogy as a way to cultivate personal learning experiences. The paper discusses the relationship between the characterising features of Islamic pedagogy and personalised learning that remains central to Islamic institutional developments. The paper concludes by highlighting the importance of the embodiment of knowledge in Islamic pedagogy for personalised learning.

The endeavours to define the characterising features that represents the relationship between Islamic pedagogy and knowledge embodiment.

The paper proposes that Islamic pedagogy is dependent on both a personalised approach towards teacher and student embodiment. From an Islamic perspective, embodiment has a physical and spiritual dimension where prophecy is retained and is inherent to existence and daily practice. Without the embodied learning the Islamic approach towards pedagogy is seen to disconnect with many students seeking knowledge. This highlights the centrality of the teachers’ relationship with the student and the distinguishing belief of Islamic pedagogy in knowledge embodiment.

The papers contribution to knowledge is in considering personalised learning within the context of Islamic education.

A survey undertaken in May 1993 analysed UK companies of various sizes, i.e. small, medium and large, in order to have a representative sample of freight forwarding companies. The response gave a good indication of the impact of IT on freight forwarding, an important part of the distribution system. The questionnaires were generally completed by managing directors, chief executives and information systems managers. The research undertaken concentrates on the movement process of freight and in particular how IT has affected the freight forwarding industry in the UK in terms of the technology used, the effect on staff at all levels within such an organization and a firm′s competitive position in the marketplace.

The elearn2work study of learning styles in the context of small to micro firms' (SMFs) and their perceived satisfaction has identified some important finding specific to e‐learning content design, delivery and international standards development.

The method of research adopts a deductive rather than an inductive approach via descriptive profiling and multivariate statistical analysis.

From the elearn2work study we have identified tentative findings that indicate e‐learning inequity for many SMF learners including employees and managers. From our research there is a clear gap between the profile of SMF learners, in the context of their learning style, and the typical content that is currently being designed for e‐learning provision. The sector is driven by analytic type educators/trainers who are frequently not a reflection of SMF learners.

It could be argued that many SMF workers are currently being socially excluded from e‐learning provision through pedagogy inequity when considering the lack of learning styles support in work‐based learning practice.

The paper focused on the design and development of the TimeXtra e‐commerce solution including: front end interaction, mid‐end integration and back‐end support infrastructure. Our focus in this paper is e‐commerce Web services enabling communities of transaction. The Web services by facilitating direct interaction between the customer and TimeXtra created an online transaction market. This connectivity has served to act as a powerful solution that has transformed the traditional value chain in creation of a successful Web services e‐commerce model.

“Black Day to Freedom” project was the culmination of five years of performance ethnography research that continues today in various forms through BeyondLabels. The title “Black Day to Freedom” came from an asylum seeker participating in a “free verse” workshop where all participants expressed their views on globalisation, social movement of people and identity. “Black Day to Freedom” his title, provides an insight into his perceptions of life and this framed a need to conduct further research into providing a voice for refugees and asylum seekers through informal multicultural education and associated visual arts expression.

The research follows a performance ethonographic perspective into the informal multicultural education project specific to exploring expressions of identity of refugee by migrant artists.

The informal multicultural education initiative specific to exploring expressions of identity of refugee by migrant artists was highly personalised and immersive in style with both educators and learners being co‐producers. This immersive, challenging, absorbing project required a passion by all to the mode of communications (visual arts) and the subject focus of refugee identity. The key implication of the informal multicultural education initiative is the unique insights provided by the migrant voices.

A key implication of this research into informal multicultural education practice in the context of supporting expressions of refugee indentity by migrant artists is the need for further research into pedagogy equity in the context of personalised learning design for non‐traditional learners. One key question for future studies would be how we can improve our understanding of the “bridge” between informal and formal education and as a consequence engage the non‐engaged from cultural diverse backgrounds in our educational institutions.

Provides insights into multicultural education initiatives.