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Education Leadership And Islam

Author: Saeeda Shah
Publisher: Routledge
ISBN: 1135052530
Size: 71.10 MB
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Educational institutions are undergoing complex and sensitive changes in the context of immigration, international mobility, globalisation, and shifting economic scenarios, making highly challenging demands on educational leaders. Leadership is increasingly being perceived and theorised as pivotal to students’ achievement and institutional performance. In this book, Saeeda Shah considers educational leadership from an Islamic perspective to debate theoretical positions underpinned by Islamic texts and teachings, and the resulting conceptualisations and interpretations. While educational leadership literature and research have flourished in recent years, this is predominantly informed by Western ideologies, concepts, theories and practices. Education, Leadership and Islam focuses on contemporary educational settings and practices, drawing on research and empirical evidence from multicultural contexts in order to enrich theory and inform policy and practice in relevant frameworks, particularly in relation to the growing Muslim population in the West. Chapters also discuss gender in Islam, educational expectations and Islamic faith schools to comprehensively explore education in relation to Islamism. Situating Muslims within contemporary societies, this book extends debates regarding educational philosophy and leadership, endorsing diversity and plurality through an appreciation of difference. Education, Leadership and Islam will appeal to education researchers as well as social and political scientists attempting to understand Muslim educational issues in contemporary life, both in the east and in the west. This book offers critical insight into educational theory and practice, and as such will be key reading for policy makers and educational leaders.

Philosophies Of Islamic Education

Author: Mujadad Zaman
Publisher: Routledge
ISBN: 1317657640
Size: 62.39 MB
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The study of Islamic education has hitherto remained a tangential inquiry in the broader focus of Islamic Studies. In the wake of this neglect, a renaissance of sorts has occurred in recent years, reconfiguring the importance of Islam’s attitudes to knowledge, learning and education as paramount in the study and appreciation of Islamic civilization. Philosophies of Islamic Education, stands in tandem to this call and takes a pioneering step in establishing the importance of its study for the educationalist, academic and student alike. Broken into four sections, it deals with theological, pedagogic, institutional and contemporary issues reflecting the diverse and often competing notions and practices of Islamic education. As a unique international collaboration bringing into conversation theologians, historians, philosophers, teachers and sociologists of education Philosophies of Islamic Education intends to provide fresh means for conversing with contemporary debates in ethics, secularization theory, child psychology, multiculturalism, interfaith dialogue and moral education. In doing so, it hopes to offer an important and timely contribution to educational studies as well as give new insight for academia in terms of conceiving learning and education.

Imagination For Inclusion

Author: Derek Bland
Publisher: Routledge
ISBN: 1317425561
Size: 55.88 MB
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Imagination for Inclusion offers a reconsideration of the ways in which imagination engages and empowers learners across the education spectrum, from primary to adult levels and in all subject areas. Imagination as a natural, expedient, and exciting learning tool should be central to any approach to developing and implementing curriculum, but is increasingly undervalued as learners progress through the education system; this disregards not only imagination’s potential, but its paramount place in informing truly inclusive approaches to teaching and learning. This book presents a new theory of imagination and includes discussion about its application to teaching and learning to increase the engagement of disaffected students and reinvigorate their relationships with curriculum content. Chapters include key ideas and discussion surrounding the benefits of introducing imaginative practices into the classroom for learners from a range of marginalised backgrounds, such as young people with disabilities and adult learners from socio-economically disadvantaged environments. In exploring imagination in the practice of inclusive education, the book includes chapters from researchers and practitioners in education who have fresh ideas about how learners and teachers have benefited from introducing imaginative pedagogies. The diverse collection, featuring writers with backgrounds from early childhood to adult education, will be essential reading for academics and researchers in the fields of education, inclusive education, social policy, professional development, teacher education and creativity. It will be of particular interest to current and pre-service teachers who want to develop inclusive practice and increase the engagement of all students with formal education.

American Indian Workforce Education

Author: Carsten Schmidtke
Publisher: Routledge
ISBN: 1317302311
Size: 36.61 MB
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In this collection of original essays, contributors critically examine the pedagogical, administrative, financial, economic, and cultural contexts of American Indian vocational education and workforce development, identifying trends and issues for future research in the fields of vocational education, workforce development, and American Indian studies.

Educational Leadership As A Culturally Constructed Practice

Author: Jane Wilkinson
Publisher: Routledge
ISBN: 1317426703
Size: 24.14 MB
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This edited book collection disrupts received notions of educational leadership, culture and diversity as currently portrayed in practice and theory. It draws on compelling studies of educational leadership from the global north and south, as well as from a range of ethnic, religious and gendered perspectives and critical research approaches. In so doing, the book powerfully challenges contemporary leadership discourses of diversity that reproduce essentialising leadership practices, binary divisions and asymmetrical power relations. The various chapters contest and move beyond exhortations for leadership in increasingly diverse societies; revealing through their rich portraits of the hybridity of leadership practice, the shallowness of diversity discourses that are framed as something "we" (the culturally homogenous) leader do to (heterogenous) ‘others’. The volume is more than critique. Instead it offers readers new directions and possibilities through which to understand, theorise and practise educational leadership in the twenty first century. In portraying leading as a "relational practice in contexts of cultural hybridity" (Blackmore, this volume), it extends critical theories for and of leadership practice, examining the intersectionality between leadership and a range of social categories, and challenging notions of leadership as a singular construct. Compelling research narratives reveal educational leadership practice as nuanced, temporal, site specific and prefigured by traditions and cultural understandings that reach beyond a simplification of educational leadership as understood through unitary lenses of race, gender or ethnicity. This book is essential reading for academics and students of educational leadership and management, as well as administrators.

Girlhood Schools And Media

Author: Michele Paule
Publisher: Routledge
ISBN: 131755678X
Size: 30.27 MB
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This book explores the circulation and reception of popular discourses of achieving girlhood, and the ways in which girls themselves participate in such circulation. It examines the figure of the achieving girl within wider discourses of neoliberal self-management and post-feminist possibility, considering the tensions involved in being both successful and successfully feminine and the strategies and negotiations girls undertake to manage these tensions. The work is grounded in an understanding of media, educational, and peer contexts for the production of the successful girl. It traces narratives across school, television and online in texts produced for and by girls, drawing on interviews with girls in schools, online forum participation (within the purpose-built site www.smartgirls.tv), and girls’ discussions of a range of teen dramas.

Muslim Minorities Workplace Diversity And Reflexive Hrm

Author: Jasmin Mahadevan
Publisher: Routledge
ISBN: 1317112326
Size: 78.43 MB
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Workplace diversity has become increasingly relevant to academics and practitioners alike. Often, this issue is tackled merely from a business-oriented/managerial point of view. Yet such a single-level perspective fails to acknowledge both the macro-societal context wherein companies and organizations act and the micro-individual dynamics by which individuals construct and affirm their identities in relation to others. Muslim minorities are part of current workplace diversity in many parts of the world. This book focuses on Muslim identities and their interrelations with societal frameworks and organizational strategy and practice. Contributors from various disciplines and societal contexts ensure a multiplicity of perspectives. The authors shed light on this diversity and draw implications for human resource management (HRM) theory and practice. Chapters uncover the wider discourses on Muslim minorities that impact organizational HRM. The book explores how HRM academics and practitioners might become aware of and counteract these discourses in order to acheive a truly inclusive HRM regarding Muslim minorities. Throughout Muslim Minorities, Workplace Diversity and Reflexive HRM, readers are guided from large theoretical concepts to specific contexts, whilst being encouraged to question their assumptions. This book lays the foundations for managing Muslim employees beyond stereotypes, enabling the reader to develop the reflexive mindset needed for truly inclusive HRM with regard to Muslim employees.

International Handbook Of Educational Leadership And Administration

Author: Kenneth A. Leithwood
Publisher: Springer Science & Business Media
ISBN: 940091573X
Size: 49.84 MB
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EDITORS This introduction to the International Handbook of Educational Lead ership and Administration describes some of the motivation for devel oping the book and several assumptions on which is based much of the work represented in its 31 chapters. A synopsis of the contents of those chapters is also provided. SOME KEY ASSUMPTIONS It is sometimes suggested that the search for an adequate understanding of leadership is doomed to fail. After all, there is little evidence of agreement about the concept in spite of prodigious efforts dating back hundreds if not thousands of years. Such a view is captured, for exam ple, in Bennis' observation that: Of all the hazy and confounding areas in social psychology, leadership theory undoubtedly contends for top nomination. Probably more has been written and less is known about lead ership than any other topic in the behavioural sciences. (1959, page 259) We do not find this state of affairs discouraging (nor entirely accurate) and, of course, it did not prevent Bennis from proceeding either. One reason for our desire to continue in the face of such discouraging words is that a great deal of leadership research aspires to develop a general theory, a theory which applies to all or most domains of organized human activity. This aspiration inevitably produces decontextualized and, therefore, abstract categories of practice. Howard Gardner's (1995) depiction of leadership as story telling is a case in point.

Islamic Political Thought And Governance

Author: Abdullah Saeed
Publisher:
ISBN: 9780415498685
Size: 24.13 MB
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Islam has had a significant impact on world history, not only as a major religion that has directed the personal beliefs and actions of individuals, but also as the basis of a distinct system of government that has developed its own institutions, practices and philosophies. This new Routledge Major Work collection is concerned with the development of political thought in Islam. By political thought is meant, broadly, the study and interpretation of Islamic political culture, ideas, beliefs, and institutions; the contribution of key political theorists and authorities to the understanding or practice of governance; what people and groups believed about political authority and institutions and their political convictions; and how politics in the Islamic world has related to and interacted with other disciplines, such as religion, law, ethics, and philosophy. Although contemporary issues in Islamic political thought are very much in the public focus at the moment, this set also focuses on the history and development of Islamic political theories and thought, from their inception until the twentieth century. Political thought in the Muslim world is connected to its history and by understanding the past, those who study contemporary political thought will have a better grounding to understand current and future developments. Moreover, understanding how Islamic political thought developed also helps shed light on the political thought of other civilizations, such as Western political thought. Political thought in Islam did not develop in isolationâe"it responded to and interacted with the political institutions and theories of other civilizations throughout history.

International Handbook Of Philosophy Of Education

Author: Paul Smeyers
Publisher: Springer
ISBN: 3319727613
Size: 25.35 MB
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This handbook presents a comprehensive introduction to the core areas of philosophy of education combined with an up-to-date selection of the central themes. It includes 95 newly commissioned articles that focus on and advance key arguments; each essay incorporates essential background material serving to clarify the history and logic of the relevant topic, examining the status quo of the discipline with respect to the topic, and discussing the possible futures of the field. The book provides a state-of-the-art overview of philosophy of education, covering a range of topics: Voices from the present and the past deals with 36 major figures that philosophers of education rely on; Schools of thought addresses 14 stances including Eastern, Indigenous, and African philosophies of education as well as religiously inspired philosophies of education such as Jewish and Islamic; Revisiting enduring educational debates scrutinizes 25 issues heavily debated in the past and the present, for example care and justice, democracy, and the curriculum; New areas and developments addresses 17 emerging issues that have garnered considerable attention like neuroscience, videogames, and radicalization. The collection is relevant for lecturers teaching undergraduate and graduate courses in philosophy of education as well as for colleagues in teacher training. Moreover, it helps junior researchers in philosophy of education to situate the problems they are addressing within the wider field of philosophy of education and offers a valuable update for experienced scholars dealing with issues in the sub-discipline. Combined with different conceptions of the purpose of philosophy, it discusses various aspects, using diverse perspectives to do so. Contributing Editors: Section 1: Voices from the Present and the Past: Nuraan Davids Section 2: Schools of Thought: Christiane Thompson and Joris Vlieghe Section 3: Revisiting Enduring Debates: Ann Chinnery, Naomi Hodgson, and Viktor Johansson Section 4: New Areas and Developments: Kai Horsthemke, Dirk Willem Postma, and Claudia Ruitenberg