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Andragogy and Islamic Humanism University of Missouri, St. Louis IRL @ UMSL Dissertations UMSL Graduate Works 4-15-2020 Teaching Perspectives of Faculty Members at Arab Universities: Andragogy and Islamic Humanism Layla Goushey University of Missouri-St. Louis, [email protected] Follow this and additional works at: https://irl.umsl.edu/dissertation Part of the Adult and Continuing Education Commons, International and Comparative Education Commons, and the Social and Philosophical Foundations of Education Commons Recommended Citation Goushey, Layla, "Teaching Perspectives of Faculty Members at Arab Universities: Andragogy and Islamic Humanism" (2020). Dissertations. 921. https://irl.umsl.edu/dissertation/921 This Dissertation is brought to you for free and open access by the UMSL Graduate Works at IRL @ UMSL. It has been accepted for inclusion in Dissertations by an authorized administrator of IRL @ UMSL. For more information, please contact [email protected]. Running Head: FACULTY PERSPECTIVES: ANDRAGOGY AND ISLAMIC HUMANISM IN ARAB UNIVERSITIES Teaching Perspectives of Faculty Members at Arab Universities: Andragogy and Islamic Humanism Layla Azmi Goushey Graduate Certificate, Teaching of Writing, University of Missouri-St. Louis, 2012 M.F.A. Creative Writing, University of Missouri-St. Louis, 2002 B.A. in General Studies, University of Texas-Dallas, 1987 A Dissertation Submitted to The Graduate School at the University of Missouri-St. Louis in partial fulfillment of the requirements for the Ph.D. in Education, with an emphasis in Teaching and Learning Processes May 2020 Advisory Committee: Dr. E. Paulette Isaac-Savage Chairperson Dr. Luke Bobo Dr. Rebecca Rogers Dr. Paul Wilmarth Copyright, Layla Azmi Goushey, 2020 FACULTY PERSPECTIVES: ANDRAGOGY AND ISLAMIC HUMANISM IN ARAB UNIVERSITIES 2 Dedication This dissertation is dedicated to my father Azmi Ishaq Goushey and to my mother Sylvia Diana Newman Goushey for providing me with multicultural, foundational knowledge on which to build my life. Deepest love and appreciation to my husband Naser Mohammed Abuisba and my sons, Basil Naser Abuisba and Zaid Naser Abuisba. FACULTY PERSPECTIVES: ANDRAGOGY AND ISLAMIC HUMANISM IN ARAB UNIVERSITIES 3 Abstract Cultural differences exist between Western perspectives on humanistic teaching methods and methods developed during the past 100 years in the Arab region based on English and French colonialist systems. Political structures and economic challenges in the region uphold the rigid societal and security structures that limit faculty governance and academic freedom, which impacts teaching and learning perspectives. This study utilized basic qualitative design methods based in constructivist grounded theory. Questionnaires, surveys, and email interviews that invited open-ended, explanatory, and descriptive answers were central to this work. Taking an observer’s approach to this study, I analyzed survey responses of Arab university faculty members about their andragogical practices and teaching perspectives. The findings indicate Arab university faculty have a strong sensibility of humanistic teaching principles rooted in social and intellectual subcategories which reflect narratives of a community and caring for students. Implications are that while faculty members exhibit low-average knowledge of specific andragogical principles their intentions are to create a teaching environment that is similar to andragogical humanistic teaching and learning philosophy. This indicates that further professional development in andragogy and in constructivism would be welcome. However, it is important to allow Arab university faculty members to identify methods that fit within their own societal norms and goals. Instructional designers and facilitators must acknowledge the limited political autonomy of faculty members when designing professional development opportunities. FACULTY PERSPECTIVES: ANDRAGOGY AND ISLAMIC HUMANISM IN ARAB UNIVERSITIES 4 Contents Dedication ........................................................................................................................................ 2 Abstract ............................................................................................................................................ 3 LIST OF TABLES ......................................................................................................................... 7 CHAPTER ONE ............................................................................................................................ 1 Background ................................................................................................................................ 1 Methods of Instruction .............................................................................................................. 3 Islamic Education .................................................................................................................... 11 Muhammad Al-Ghazali ........................................................................................................... 12 Problem Statement................................................................................................................... 13 Statement of Purpose and Research Questions ..................................................................... 13 Delimitations ............................................................................................................................. 15 Terminology ............................................................................................................................. 16 Chapter Summary ................................................................................................................... 16 CHAPTER TWO ......................................................................................................................... 18 REVIEW OF THE LITERATURE ....................................................................................... 18 Hofstede’s Six Dimensions of National Culture .................................................................... 18 Teaching and Learning in Palestine ....................................................................................... 20 Adult and Higher Education Faculty in Arab Institutions .................................................. 23 Critical Discourse Analysis ..................................................................................................... 25 Motivation and Purpose .......................................................................................................... 30 CDA in Adult Education ......................................................................................................... 36 Future Directions in CDA Work ............................................................................................ 45 Humanism in Adult Education ............................................................................................... 50 Humanism, Individualism and Collectivism ......................................................................... 53 Andragogy and Proponents of Humanism in Adult Education ................................................ 53 Characteristics of a Humanistic Instructor ........................................................................... 58 Andragogy, the Student, and Humanistic Learning Strategies ........................................... 59 Critiques of Humanism ........................................................................................................... 60 Muhammad Al-Ghazali’s Islamic Humanism ....................................................................... 61 CHAPTER THREE ..................................................................................................................... 67 RESEARCH DESIGN ............................................................................................................. 67 Context ...................................................................................................................................... 68 FACULTY PERSPECTIVES: ANDRAGOGY AND ISLAMIC HUMANISM IN ARAB UNIVERSITIES 5 Participants and Setting .......................................................................................................... 69 Data Sources ............................................................................................................................. 71 Grounded Theory Coding ....................................................................................................... 73 Critical Discourse Analysis ..................................................................................................... 75 Modified Instructional Perspectives (MIPI) Survey ............................................................. 77 Informed Consent .................................................................................................................... 79 Confidentiality .......................................................................................................................... 80 Data Analysis ............................................................................................................................ 80 Validity of Discourse Analysis ................................................................................................ 85 Linguistic Patterns and Discourse Paradigms ....................................................................... 86 Reflexivity ................................................................................................................................
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