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Downloaded Onto My Personal Computer; Transcribed; and Kept Under Password Following UBC BREB Guidelines Muslim–Canadian Educator’s Pedagogies: Tools for Teaching, Learning, and Transforming by Claire Alkouatli B.Sc., University of Victoria, 1995 M.A., University of British Columbia, 2015 A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF Doctor of Philosophy in THE FACULTY OF GRADUATE AND POSTDOCTORAL STUDIES (Human Development, Learning and Culture) THE UNIVERSITY OF BRITISH COLUMBIA (Vancouver) April 2020 © Claire Alkouatli, 2020 The following individuals certify that they have read, and recommend to the Faculty of Graduate and Postdoctoral Studies for acceptance, the dissertation entitled: Muslim–Canadian Educator’s Pedagogies: Tools for Teaching, Learning, & Transforming submitted in partial fulfillment of the requirements by Claire Alkouatli for the degree of Doctor of Philosophy in Human Development, Learning, and Culture Examining Committee: Dr. Jasmin Zine, Professor, Sociology and Muslim Studies, Wilfrid Laurier University Supervisor Dr. Ali Abdi, Professor, Department of Educational Studies (EDST), UBC Supervisory Committee Member Dr. Barbara Weber, Associate Professor, HDLC, EPSE, UBC Supervisory Committee Member Dr. Deborah Butler, Professor, HDLC, EPSE, UBC University Examiner Dr. Samuel Rocha, Associate Professor, EDST, UBC University Examiner Dr. Mohamad Abdalla, Professor, Islamic Studies, University of South Australia External Examiner ii Abstract Islamic Education is a topic often clouded by stereotypes, misperceptions, and charges of antiquation and indoctrination, yet little empirical research has explored types and purposes of pedagogies in teaching Islam. This critical interpretive study invited formal, informal, and freelance Muslim–Canadian educators to explore a primary research question in individual and group interviews: By what pedagogies do educators engage children and youth in teaching and learning Islam? The methodological approach was an Islamic interpretive bricolage of Islamic paradigmatic and interpretivist concepts and methods, which aimed to recognize data beyond a narrow secular frame and interpret it in ways meaningful within Islamic educational communities. Methodological complexity was a function of sociocultural complexity. The 35 research participants referred to 17 different ‘back-home’ cultures in making sense of Islamic pedagogy in Canada. Thematic analysis of their variegated descriptions coalesced into three themes. First, Dimensional Pedagogies honor and engage unique developmental domains of learners. Second, Contemporary Contextual Pedagogies respond to cultures in which learners are embedded, revealing a need for Canadian cultural relevance in teaching Islam. Third, Transcendent Pedagogies are esoteric interactions beyond the reach of corporeal perceptions, whereby awakening God-consciousness is a primary purpose of both Islamic education and human life. Together, the three themes constitute a pedagogical typology that positions Islamic pedagogies as central to distinct expressions of education and human development, highlighting new directions in Islamic educational research. The typology suggests that secular, Western, teacher-education programs may not provide the range of pedagogies that Muslim educators need to effectively educate Muslim children. It illuminates modalities for advancing Islamic teacher education. In centering Islamic pedagogies marginal to a Canadian mainstream, while iii simultaneously engaging with that mainstream, this pedagogical typology aims to realize inter- epistemic interaction as community development. A methodological implication is that situating educational research conducted with Muslim communities within an Islamic paradigm contributes to data recognition, analytic coherence, and interpretive significance. Further examination is required of these pedagogies in other cultural contexts, to discern methods of assessing their efficacy, and in considering their potentials within a larger Islamic theory of human development. iv Lay Summary This critical interpretive study engaged 35 Muslim–Canadian educators, who taught in formal and informal Islamic schools, in interviews to explore the question: What pedagogies do Muslim educators use in teaching Islam with children and youth? Interviews were thematically analyzed to discern a three-part typography: 1) Dimensional Pedagogies honor and engage unique developmental domains of learners. 2) Contemporary Contextual Pedagogies respond to cultures in which learners are embedded, revealing a need for Canadian cultural relevance in teaching Islam. 3) Transcendent Pedagogies are esoteric interactions beyond the reach of corporeal perception. The typology positions Islamic pedagogies as central to distinct expressions of education and human development, highlighting new directions in Islamic educational research and Islamic teacher education. Further examination is required of these pedagogies in other cultural contexts, to discern methods of assessing their efficacy, and in considering their potentials within a larger Islamic theory of human development. v Preface The author was responsible for all the aspects entailed in developing the study, including: the conceptualization and design of the study, collecting and analyzing the data, and reporting the findings. Ethics approval for this research was obtained from the Behavioural Research Ethics Board at the University of British Columbia (H19-00275). The conceptual bases of Sections 2.3.3.2 Pedagogic Themes in the Primary Sources and 2.3.3.3 Pedagogical Diaspora originated in a literature review on primary-source pedagogies in literature on Islamic Education for a directed studies course with Dr. Nadeem Memon in January 2018, which resulted in a paper (Alkouatli, 2018). Those two sections include material not published in that paper. vi Table of Contents Abstract ......................................................................................................................................... iii Lay Summary ................................................................................................................................ v Preface ........................................................................................................................................... vi Table of Contents ........................................................................................................................ vii List of Tables ............................................................................................................................... xv List of Figures ............................................................................................................................. xvi Glossary ..................................................................................................................................... xvii Acknowledgments ....................................................................................................................... xx Dedication .................................................................................................................................. xxii Chapter 1: Introduction: Mischief in the Mosque School ..................................................... 1 1.1 Context: Pedagogy in Teaching and Learning Islam .................................................. 4 1.2 Statement of the Issue: Desires, Pitfalls, and Potentials ........................................... 10 1.3 Research Overview ................................................................................................... 13 1.3.1 Research Questions ........................................................................................... 18 1.3.2 Methodology ..................................................................................................... 19 1.3.3 Rationale for the Research: Gaps and Calls ...................................................... 26 1.4 Terminology: The Art and Science of Clarity .......................................................... 30 1.5 Chapter 1 Summary .................................................................................................. 38 Chapter 2: Literature Review: Contextual Conceptual Frames ........................................ 41 2.1 Islamic Education ...................................................................................................... 43 2.1.1 A Brief Pedagogical History of Islamic Education ........................................... 43 2.1.1.1 Early Islamic Education ................................................................................ 46 2.1.1.2 Colonialism and Decolonial Reactions ......................................................... 56 2.1.1.3 Contemporary Islamic Education in Canada ................................................ 64 2.1.2 Muslim Students in Canadian Public-School Contexts .................................... 69 vii 2.1.2.1 Pedagogies in British Columbia Schools ...................................................... 70 2.1.2.2 Accommodations, Asset Pedagogies, and Cultural Relevancies .................. 73 2.1.3 Dimensions of—and Challenges to—Islamic Education ................................. 76 2.1.3.1 Concept: What Constitutes Islamic Education? ............................................ 77 2.1.3.2 Process: Education or Indoctrination? .......................................................... 83 2.1.3.3 Practice: Critiques of Pedagogy .................................................................... 89 2.1.3.4 Field: Is Islamic
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