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Descriptors:
Cultural Differences; Cultural Context; Foreign Countries; Educational Research; Gender Issues; Research and Development; Gender Differences; Graduate Students; Masters Programs; Interviews; Islam; Islamic Culture; Student Attitudes

Abstract:
Globally, gender differences in education have been an area of policy concern, research, and development partnerships. The international agenda of gender equality has been adopted by national governments even in countries, such as Afghanistan, where predominant views are clearly at variance with this agenda. Attempts to analyse such conditions must be based on examination of gender and education in the broader political and cultural context. Gender issues have been a central theme in an EU-funded Master's programme in Educational Research and Development for Afghan students at Nangarhar University, conducted during 2008-2010. This article analyses the political and cultural context of gender in Afghanistan, which constitutes the framework for the Afghan students' understandings of gender and education. These are examined as expressed in texts produced by the students and in group interviews. On the basis of our analysis, the following tension is clear: the students are aware of the international agenda of gender equality in education, but at the same time they are concerned about problems in the practical application of this agenda in their own society and relate these concerns to their interpretations of principles of Islam and Afghan cultural traditions. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Islam; Foreign Countries; Religious Education; Terrorism; Recruitment; Educational Change; Muslims; Role of Education; International Education

Abstract:
Described as "terrorist factories", the South Asian madrasas have become the subject of great controversy since September 11, 2001. In Afghanistan, people commonly blame Pakistani madrasas for recruiting Afghan youth into militant groups. In response, the Afghan government has initiated a comprehensive reform of the Islamic education sector. Yet, little analytical attention has been paid to Afghan madrasas and their transnational links. This article examines more closely the role of religious education in Afghanistan, transnational connections with madrasas in Pakistan, the alleged links to militancy, and the scope for reform of the religious education sector in Afghanistan. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Role of Education; Religious Cultural Groups; Developing Nations; Foreign Countries; War; Religion; Role of Religion; Ideology; Islam; Ethnicity; Discourse Analysis; Political Attitudes; Curriculum; Futures (of Society); Conflict Resolution

Abstract:
This article addresses the role that education plays in conflict, with specific reference to the civil war in Sudan. It analyses the ideological basis of the Sudanese government (GoS) during the civil war, with special reference to the role of religion and ethnicity. It shows how the primary education system was based on the Islamist ideology of the GoS, with limited consideration of the country's various cultural and religious groups. It then discusses the political discourse of the Sudan Peoples' Liberation Movement/Army (SPLM/A) and the secular curriculum that SPLM's Secretariat of Education produced during the war. It identifies differences between the Islamist and the secular educational discourses as one reason why many young people in the South took up arms against the Islamist government. With South Sudan now emerging as an independent nation, a dramatic improvement in the education sector is needed both to heal conflicts in South Sudan and to provide hope for the future to people in the South. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Discourse Analysis; Internet; Comparative Analysis; Printed Materials; Catholics; Court Litigation; National Security; Newspapers; Foreign Countries; Editing; Churches; English; Legislation; Censorship; Islam; Language Usage

Abstract:
This article examines the coverage in three Malaysian newspapers on an issue popularly known as the "Allah" issue. In 2009, the Catholic Church took the Malaysian government to court over the right to use the word "Allah". In a landmark court decision, the Church was given the right to use the word "Allah" in the Catholic newsletter "The Herald". However, this decision was appealed by the government, there was a stay order on the decision, and many protests took place over this issue. Editorials of three important English newspapers chosen for their popularity and different stances in writing were chosen to examine the manner in which this controversial issue was handled. The method employed in the analysis was Critical Discourse Analysis as used by van Dijk (2005). The Malaysian print media faces some challenges in the form of the Printing Presses and Publications Act, 1984 (PPPA). The Act requires print media to apply for their licenses annually and are subject to censorship by government authorities who can revoke their licenses if news items are seen as a threat to national security. Two print newspapers, one aligned to the government ("The Star") and another private and independent one ("The Sun") were chosen. The third is a web news portal which is relatively free from the PPPA and is therefore more vocal in its writing. The analysis shows that caution is exercised by the government affiliated paper, a more judicial approach is taken by the independent paper, and the web portal is very antigovernment in its stance. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Muslims; Islam; Moral Development; Religious Education; Role Models; Self Concept; Teacher Responsibility; Personality; Teacher Role; Teacher Influence

Abstract:
This study embarks from the great and huge responsibility of teachers nowadays especially the IRT (Islamic religious teachers). As the role model of students, they play an important task especially in producing the good Muslim character. Therefore, their job not only focuses on the content of subject but becomes wider in scope, more than other teachers in molding a human. For this, the mind faculty plays an important role. Many studies have proved that people's belief and how they perceive themselves can influence their personality and make them be a center of attention. The past research findings have shown that teachers need to have the PSC (positive self-concept) to help them become a successful role model and produce the great Muslim character in the future. Thus, this study seeks to look at the need of PSC in IRT as a role model. This study is a conceptual paper which is based on the analysis of document method. The paper will discuss the role of IRT, the PSC and the needs for teachers, and the influence of teachers' PSC on students' behaviour. Due to current scenario of social ills, the IRT responsibility of educating and molding the good character of Muslim students becomes much more challenging. Therefore, in order to make sure the vision is accomplished, IRT must build the PSC in themselves first. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Philosophy; Judaism; Muslims; Religious Education; Religious Factors; Correlation; Knowledge Level; Teaching Methods; Islam

Abstract:
Jewish and Muslim philosophers, alike, regarded the formation of proper habits to be the key to effective education. They also considered rational acceptance of religious obligation to be mandatory for successful observance. This essay examines the relationship between these two dimensions of religious education: knowledge and reason on the one hand, and habit and action on the other hand, in the philosophical and pedagogical works of Abu Hamid al-Ghazali (1058-1111), Moses Maimonides (1135-1204), and the anonymous Sefer Ha-Hinnukh (13th century). Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Terrorism; Foreign Countries; Gender Differences; Classification; Profiles; Organizations (Groups); Case Studies; Multivariate Analysis; Violence; Islam; Ideology; Political Influences; Geography

Abstract:
This study examines formal terrorism designations by governments through the lens of organization studies research on categorization processes. It is argued that designations hinge on markers from the organizational profile of a militant group. Using cross-sectional data on militant organizations and designations by the United States, the United Kingdom and the European Union, multivariate analyses find that listed organizations do not merely have a track record of violence against a government's citizens, but also tend to target aviation and have an Islamic ideological basis. Mixed support for geopolitical factors is found, but imageries of hegemonic interest are not confirmed. Secondary analyses suggest that newer images of terrorism may replace older ones in classification schemes but further research is needed to know whether this is because of policy adaptation or the effect of spectacular events like September 11th. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Counseling; Teaching Methods; Muslims; Islam; Religious Education; Religion; Educational Attitudes; Educational Objectives

Abstract:
As a major world religion representing approximately 20% of the human family, Islam holds particular and significant educational perspectives. The purpose of this article is to identify and interpret the viewpoints of Islam on education (with emphasis on Shia' faith). To accomplish this aim, "educational goals" from the viewpoint of Islam have been represented and the educational methods (teaching methods) and content have been described. The Qur'an, Islamic traditions, and Muslim scholars' views have been referenced for the purpose of defining these educational views. The results of the research show that many important educational implications can be understood from these sources, and applied in contemporary Muslim education. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Children; Religious Factors; Physical Education; Spiritual Development; Aesthetics; Guidelines; Human Body; Islam; Self Control; Hygiene; Islamic Culture

Abstract:
This paper aims at showing the dimensions of spirituality in childhood education by suggesting a new analysis of the concept of "pure life" used in the Qur'an. Putting spirituality in the framework of the pure life provides us with a rich framework in dealing with spirituality as the latter will be extended to all dimensions of a life. In the first section of the paper, the pure life is analysed in terms of different dimensions of body, thought, inclinations, will, action and aesthetic taste. Then, the requirements of this framework are discussed for spirituality. In the final section of the paper, the implications for spiritual education in the childhood are derived. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Freedom; Arabs; Foreign Countries; Modern History; Religious Factors; Political Attitudes; Islam; Values; Political Influences; Civil Rights; Clergy; College Faculty

Abstract:
In Tunisian and Egyptian universities, scholars face a growing Islamist resolve to remake their countries on the basis of religious principles. Both Tunisia and Egypt face questions that could affect higher education across the Middle East and North Africa: Can their new Islamist governments spread conservative religious values and also create vibrant, modern universities? Will they respect or restrict academic freedom? And will the legacy of the Arab Spring be a revitalized academe or a stifled one? Tunisian and Egyptian universities have arrived at similar crossroads by different paths. Tunisia is a small, Francophone country with a modern history of strong secularism; Egypt is the most populous Arab country and the birthplace of political Islam. In Tunisia, Islam was kept outside the university for decades, while, in Egypt, Islamist groups and preachers, many of whom espouse a conservative interpretation of Islam that limits free speech and the rights of minorities and women, have been active for decades. Unlike in Tunisia, Islam permeates Egyptian public life and institutions, and academics tread carefully in matters pertaining to religion. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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