An analytical study on bringing aspects of critical pedagogy into the Muslim higher education context

Ashraf, Hiba

Publication:
An analytical study on bringing aspects of critical pedagogy into the Muslim higher education context

dc.contributor.affiliation	#PLACEHOLDER_PARENT_METADATA_VALUE#	en_US
dc.contributor.author	Ashraf, Hiba	en_US
dc.date.accessioned	2024-10-08T08:36:10Z
dc.date.available	2024-10-08T08:36:10Z
dc.date.issued	2016
dc.description.abstract	This study is designed to explore the possibility and viability of critical pedagogy in Muslim higher education. Critical pedagogy is an educational approach that highlights democracy, social justice, empowerment, social responsibility, countering hegemony etc. The central concern of this study is to explore how these aspects can be implemented to improve the Muslim higher education system. This was done by drawing from explanations and examples of how critical pedagogy has been implemented in the west. The study employed philosophical method of conceptual analysis and explorative approach to answer the research questions raised. An understanding was developed on the process of implementing critical pedagogy in a classroom context and also some of the challenges and concerns it entails. To contextualize the significance of critical pedagogy in Muslim education context, the study has discussed in general about the problems of Islamic education system and how critical pedagogical aspects can be used to overcome them. Since critical pedagogy is very context specific, this study used the particular context of social psychology course offered at IIUM to demonstrate with examples how a course can be taught from a critical pedagogical perspective in the Muslim higher education context. It provides detailed examples on how certain topics in the course can be taught to develop students’ critical consciousness, a sense of social responsibility and the motivation to act upon issues. It demonstrates how students can be taught to identify and resist the power politics of the dominant groups, counter hegemonic ideologies, and defend themselves and their community against these oppressive forces. It is hoped that providing such examples and detailed analysis can contribute to realizing a critical pedagogical classroom setting in the Muslim higher education context.	en_US
dc.description.callnumber	t LC 903 A827A 2016	en_US
dc.description.degreelevel	Master
dc.description.identifier	Thesis : An analytical study on bringing aspects of critical pedagogy into the Muslim higher education context /by Hiba Ashraf	en_US
dc.description.identity	t11100352327HibaAshraf	en_US
dc.description.kulliyah	Kulliyyah of Education	en_US
dc.description.notes	Thesis (MED)--International Islamic University Malaysia, 2016.	en_US
dc.description.physicaldescription	x, 119 leaves :ill. ;30cm.	en_US
dc.description.programme	Master of Education (Social Foundations)	en_US
dc.identifier.uri	https://studentrepo.iium.edu.my/handle/123456789/10583
dc.identifier.url	https://lib.iium.edu.my/mom/services/mom/document/getFile/pvb9cWdy8CzgSNjCwsMuyFXH7VbVL4PC20170331095849142
dc.language.iso	en	en_US
dc.publisher	Gombak, Selangor : International Islamic University Malaysia, 2016	en_US
dc.rights	Copyright International Islamic University Malaysia
dc.subject.lcsh	Critical pedagogy -- Religious aspects	en_US
dc.subject.lcsh	-- Islam	en_US
dc.subject.lcsh	Education -- Religious aspects -- Islam	en_US
dc.title	An analytical study on bringing aspects of critical pedagogy into the Muslim higher education context	en_US
dc.type	Master Thesis	en_US
dspace.entity.type	Publication