دانلود کتاب Islamic Education in Britain: New Pluralist Paradigms

The Western world often fears many aspects of Islam, without the knowledge to move forward. On the other hand, there are sustained and complex debates within Islam about how to live in the modern world with faith. Alison Scott-Baumann and Sariya Contractor-Cheruvallil here propose solutions to both dilemmas, with a particular emphasis on the role of women.

Challenging existing beliefs about Islam in Britain, this book offers a paradigm shift based on research conducted over 15 years. The educational needs within several groups of British Muslims were explored, resulting in the need to offer critical analysis of the provision for the study of classical Islamic Theology in Britain. Islamic Education in Britain responds to the dissatisfaction among many young Muslim men and women with the theological/secular split, and their desire for courses that provide combinations of these two strands of their lived experience as Muslim British citizens.

Grounded in empirical research, the authors reach beyond the meta-narratives of secularization and orientalism to demonstrate the importance of the teaching and learning of classical Islamic studies for the promotion of reasoned dialogue, interfaith and intercultural understanding in pluralist British society.

Alison Scott-Baumann is Professor of Society and Belief at the Centre of Islamic Studies, School of Oriental and African Studies (SOAS), University of London, UK.

Sariya Cheruvallil-Contractor is Research Fellow in Faith and Peaceful Relations at the Centre for Trust, Peace and Social Relations, Coventry University, UK.

Reviews:
“This book opens up new opportunities for research and practice towards understanding Islam in the British context, and marks a significant contribution for a wide audience of educational researchers, higher education stakeholders, and policymakers alike ... The language is accessible ... For academics, it remains an informative overview of Islamic education provision in the UK and offers a new approach to its challenges.” – Journal of Beliefs and Values

“This book is a rich resource for understanding Islam in Britain from two authors with significant relevant research experience ... Scott-Baumann and Cheruvallil-Contractor make an important contribution to a conversation which needs to happen about education, Islam and Britain.” – Theology Journal

“This is a book not just for educationalists, but anyone interested in obtaining a well-informed, nuanced view of an important aspect of British Muslim institutional life and the factors that motivate young Muslims to enroll in Islamic Studies courses.” – Salaam: Muslims in Britain

“This is a useful book that synthesises the work of two energetic British researchers who, separately and together, have done a great deal to map and explain the terrain of Islamic education in Britain. Based on strong empirical and interdisciplinary foundations, they describe the complexity of this field of study with intelligence, sensitivity and insight, and their work will be of value to educationalists from a wide range of institutions.” – Sophie Gilliat-Ray, Professor of Religious & Theological Studies, and Director of the Centre for the Study of Islam in the UK, Cardiff University, UK,

“This book is extremely encouraging, motivating and inspiring. I believe it to be invaluable for those who wish to know more about Islamic Education in Britain of today. By fostering the interdisciplinary approach, the authors seek to highlight the participation and inclusion of Muslims within the UK educational structure, enabling a way to preserve cultural, linguistic and religious practice, essential for the British Muslim Identity.” – Mohammad Mesbahi, Director of Education, The Islamic College, UK,

“An admirable and significant work that elucidates the gaps, and argues for a greater need for understanding various standards of education, offered under a broader rubric of 'Islamic education' in Britain. The book is written for a diverse audience, and it enables academics, communities and policy makers to see the necessity for dialogue.” – Ataullah Siddiqui, Markfield Institute of Higher Education, UK,

“This remarkable contribution to religious education is a paradigm for intercultural and interfaith understanding. Written by two academics with deep knowledge of the subject, and importantly of the communitie, this is an authentic exploration of a timely issue.” – Sughra Ahmed, President, Islamic Society of Britain, UK,