Relevant bibliographies by topics / Islamic Schools

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Islamic Schools'

Author: Grafiati
Published: 4 June 2021
Last updated: 17 June 2025

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Islamic Schools.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Islamic Schools"

1

Duderija, Adis. "Canadian Islamic Schools." American Journal of Islam and Society 26, no. 2 (2009): 127–30. http://dx.doi.org/10.35632/ajis.v26i2.1401.

Full text
Abstract:
Over the last two to three decades, a number of factors have ensured thatwestern Muslims and Islam have become socially and politically far moreembedded and visible in western liberal democracies. For example, a largesegment of new (post-1965) immigrant religious minority communities settlingin western liberal democracies, including Canada, are of the Muslimfaith. Moreover, an increasing number of educated, professional westernbornMuslims consider, unlike their immigrant parents, their countries ofbirth as their “home.” Furthermore, the politicization of Islam and the natureof the current state of international affairs, in which issues pertaining toMuslims and Islam often take central place, have highlighted the publicprominence of Islam and its adherents in theWest.This situation has problematized and generated a number of debatesrelating to the philosophical, religious, cultural, political, and social underpinningsof western liberal societies vis-à-vis their Muslim communityconstituency. In addition, it has induced several profound identity-relatedquestions pertaining to what it means to be “western” or “a westernMuslim”or, for some, a “Muslim” in theWest. One aspect of this overall dynamic isthe question of the role and the function of faith-based Islamic schoolsoperating in western liberal democracies, as their numbers have mushroomedover the last two decades ...
APA, Harvard, Vancouver, ISO, and other styles
2

Fazry Maulana, Muhammad, Agustina Nurhayati, Rudi Santoso, Maimun Maimun, and Rita Zaharah. "IMPLEMENTATION OF ARTICLE 46 LAW NUMBER 18 OF 2019 CONCERNING ISLAMIC BOARDING SCHOOLS SIYASAH FIQIH PERSPECTIVE." Constitutional Law Society 3, no. 1 (2024): 36–48. http://dx.doi.org/10.36448/cls.v3i1.61.

Full text
Abstract:
Islamic boarding schools are community-based institutions and founded by individuals, foundations, Islamic community organizations, or communities that instill faith and devotion to Allah SWT, which creates noble morals and upholds the Islamic teachings of rahmatan lil'alamin which are reflected in a humble, tolerant, balance, moderation, and noble values of the Indonesian nation through education, Islamic preaching, example, and community empowerment. The data analysis method used is a qualitative descriptive method using an inductive thinking process. The implementation of Article 46 of Law Number 18 of 2019 concerning Islamic Boarding Schools (Studies at the Jabal An-Nur Al-Islami Islamic Boarding School, West Betung Bay, Bandar Lampung City) has been implemented with the efforts of Ustadz-Ustadz to provide facilities and infrastructure in the santri education process. The rules at the Jabal An-Nur Al-Islami Islamic Boarding School in terms of facilities and infrastructure are quite good, but the suitability of the Islamic Boarding School is not sufficient to be said to be good, such as the lack of a language lab and computer lab like other modern Islamic Boarding Schools so it is said to not be in accordance with Article 46 Law Number 18 of 2019 concerning Islamic Boarding Schools. Planning for educational facilities and infrastructure at the Jabal An-Nur Al-Islami Islamic Boarding School was created to support student educational facilities. Planning for program facilities and infrastructure is made by the Islamic boarding school with the coordination of the foundation through a series of stages, namely the Islamic boarding school coordination meeting which is held once a year. Fiqh Siyasah Review of the Implementation of Article 46 of Law Number 18 of 2019 concerning Islamic Boarding Schools at the Jabal An-Nur Al-Islami Islamic Boarding School was not carried out in accordance with Siyasah Tanfidziyyah because the Jabal An-Nur Al-Islami Islamic Boarding School and the Regional Government did not carry out their mandate. in Article 46 of Law Number 18 of 2019 concerning Islamic Boarding Schools.
APA, Harvard, Vancouver, ISO, and other styles
3

Kurniyadi, Mahmud Darul, and Isa Anshory. "Kepemimpinan di Pesantren Salafiyyah dan Modern." TSAQOFAH 4, no. 2 (2023): 911–16. http://dx.doi.org/10.58578/tsaqofah.v4i2.2424.

Full text
Abstract:
Nowadays, there are many Islamic boarding schools around us. With various types, including salafiyyah and modern. The management of Islamic boarding schools will also vary depending on the vision and mission of each Islamic boarding school. Running an Islamic boarding school in accordance with the Islamic boarding school's vision and mission will make the Islamic boarding school have its own characteristics. Leadership is a person's ability to lead, control, influence people's thoughts, feelings or behavior to achieve certain goals. Thus, the leadership style in each Islamic boarding school is different. Because leadership style will also show the differences between each Islamic boarding school and the Islamic boarding school's image. Therefore, this paper will discuss leadership in Salafiyyah and modern Islamic boarding schools.
APA, Harvard, Vancouver, ISO, and other styles
4

Mustain, Zainul, and Rahmat Rahmat. "Nusantara Islamic Education at Islamic Boarding Schools." Anjasmoro: Islamic Interdisciplinary Journal 1, no. 02 (2024): 90–100. http://dx.doi.org/10.69965/anjasmoro.v1i02.28.

Full text
Abstract:
Islam Nusantara as an Islamic concept unique to the archipelago has become an interesting topic of discussion among academics and observers of Islamic education because, at the beginning of its emergence, there were pros and cons. After all, it was felt that Islam Nusantara was a new religion, even though Islam Nusantara was not the result of cultural creation but was the teaching of Islam by Ahlussunnah Wal Jamaah as a whole. essential even though linguistically there are various debates. The purpose of writing this article is to present Islam Nusantara in the style of Islamic boarding schools, where Islamic boarding schools in this context are also educational institutions that give birth to the concept of Islam Nusantara so that from the results of academic discussions at Islamic boarding schools, Islam Nusantara can be well accepted by society in general. as an inevitability in the life of a nation with Islamic culture and religion. This research uses qualitative research with a literature study approach. Meanwhile, the results of this research obtained several recommendations regarding Nusantara Islam in Islamic boarding schools, namely, 1) It is considered important for Islamic boarding schools to preserve Indonesian Islamic education, 2) The model of Nusantara Islamic education in Islamic boarding schools, and 3) The role of government is needed in the formulation and implementation of Nusantara Islamic education in formal education.
APA, Harvard, Vancouver, ISO, and other styles
5

Armita, Anisa Putri, and Luluk Hanifah. "Economic Empowerment Of Santripreneur-Based Islamic Boarding Schools At Nurul Amanah Islamic Boarding School, Bangkalan." JOURNAL OF SHARIA ECONOMICS 5, no. 2 (2023): 268–78. https://doi.org/10.35896/jse.v5i2.668.

Full text
Abstract:
Islamic boarding schools have the responsibility to develop the potential of students and empower them in all fields including economic aspects. This is what has spurred a number of Islamic boarding schools to try to combine the religious education system with entrepreneurial training. With the aim of supporting the main task of Islamic boarding schools, namely providing religious knowledge. So that Islamic boarding schools are not only producing a spiritually competent generation, but also producing an economically competent generation. The research conducted at the Nurul Amanah Bangkalan Islamic Boarding School used qualitative research methods. The data collection techniques used in this research included documentation, observation and in-depth interviews with students and caregivers at the Nurul Amanah Bangkalan Islamic Boarding School. Nurul Amanah Islamic Boarding School is an Islamic boarding school that implements a santripreneur program for students to become entrepreneurs so that they can empower the Islamic boarding school's economy. Therefore, this research aims to determine the economic empowerment of santripreneur-based Islamic boarding schools at the Nurul Amanah Bangkalan Islamic Boarding School.
APA, Harvard, Vancouver, ISO, and other styles
6

Aristantia, Dita Wahyuni, Muhammad Baharuddin, Nur Mazidah, Putri Amalia, and Zaenab Tri Lestari. "Learning Model of Arabic in Indonesia: A Study of The Curriculum System at Bahrul Ulum Tambakberas Islamic Boarding School, Jombang and an-Nuqayah, Madura." Edumaspul: Jurnal Pendidikan 8, no. 1 (2024): 485–99. http://dx.doi.org/10.33487/edumaspul.v8i1.7638.

Full text
Abstract:
Arabic is the most core subject in Islamic boarding schools. Likewise at the Bahrul Ulum Islamic Boarding School Tambakberas Jombang and the an-Nuqayah Islamic Boarding School Madura. This study discusses the Arabic curriculum applied by the Bahrul Ulum Islamic Boarding School Tambakberas Jombang and the an-Nuqayah Islamic Boarding School Madura with a focus on the research objectives of Arabic learning, Arabic language learning activities, and Arabic language learning materials taught in the two Islamic Boarding Schools. This study uses a qualitative approach by using the form of a case study. The sources of data in this study were the leaders of Islamic Boarding Schools, Arabic language teachers and administrators of the Bahrul Ulum Tambakberas Islamic Boarding Schools in Jombang and the an-Nuqayah Islamic Boarding Schools, Madura. After discussing and analyzing the data, it can be concluded that the two Islamic boarding schools applied different curricula. The Bahrul Ulum Islamic Boarding School Tambakberas Jombang applies an Arabic curriculum for the Salaf Islamic Boarding School which still prioritizes Arabic as a tool for understanding sources of Islamic studies. Meanwhile, at the an-Nuqayah Islamic Boarding School, the modern Islamic Boarding School's Arabic curriculum combines basic Arabic (as a tool) and practical Arabic as a daily communication tool, which in this case is accommodated by the Daar al-Lughah al-Arabiyah wa al-Fiqh al-Salafi institution. However, the two Islamic Boarding Schools have something in common, namely placing Arabic in their respective Madrasah Diniyah programs.
APA, Harvard, Vancouver, ISO, and other styles
7

Khodafi, Muhammad, Iin Nur Zulaili, Taufiqurrohman Taufiqurrohman, and Adib Kurniawan. "Dari Kitab ke Klik: Literasi Moderasi Beragama Pondok Pesantren di Dunia Digital." Tafáqquh: Jurnal Penelitian Dan Kajian Keislaman 12, no. 2 (2024): 310–31. https://doi.org/10.52431/tafaqquh.v12i2.3146.

Full text
Abstract:
This qualitative research explores the relationship between Islamic boarding schools and Ngaji Online in the digital realm. This research aims to identify the diversity of Turats books in Indonesian Islamic boarding schools, analyze Islamic boarding school Turats studies expressed in the digital space, and explain studies of religious moderation in Islamic boarding school Turats in the digital space. This research uses the Netnography method which places digital society ethnographically. However, to explain the connection with Turats pesantren, the initial data analyzed is the tradition of studying the Turats book in several Salaf, modern, and Salafy Islamic boarding schools, one aspect of constructing Islamic boarding school cultures. The results of this research indicate that there are quite significant differences between each Islamic Boarding School which is the object of research. The Turats studies taught in Islamic boarding schools are also presented online via each Islamic boarding school's social media.
APA, Harvard, Vancouver, ISO, and other styles
8

Abdalla, Mohamad, Dylan Chown, and Nadeem Memon. "Islamic Studies in Australian Islamic Schools: Learner Voice." Religions 11, no. 8 (2020): 404. http://dx.doi.org/10.3390/rel11080404.

Full text
Abstract:
This paper provides insight into senior secondary learners’ views on Islamic Studies (IS) in three large Australian Islamic schools. This study offers a ‘dialogic alternative’ of ‘speaking with’ rather than ‘speaking for’ learners in Islamic educational research, planning, and renewal within K-12 Islamic schools. The study privileges learners’ voice and enables an insight to their experience with one of the most important features of Islamic schools—Islamic Studies. Using phenomenology as a methodological framework, learner voice was elicited through focus groups where 75 learners (years 10, 11, and 12) provided information describing their experience with Islamic Studies. Thematic content analysis of the textual data suggests that learners’ dissatisfaction far outweighs their satisfaction with Islamic Studies. The findings of this paper can benefit Islamic schools in Australia and other Western contexts.
APA, Harvard, Vancouver, ISO, and other styles
9

Fitri, Alifa Nur, and Nuriyatul Lailiyah. "Branding Strategy for An Nur II Al-Murtadlo as a Tourism Islamic Boarding School through Digital Public Relations." Jurnal Dakwah dan Komunikasi 8, no. 2 (2023): 213. http://dx.doi.org/10.29240/jdk.v8i2.8498.

Full text
Abstract:
Islamic boarding schools are Islamic educational institutions that apply traditional learning methods such as bandongan and sorogan. The learning implemented by Islamic boarding schools has now evolved following existing developments, a shift from the traditional learning system to learning in the digital era, this has an impact on the branding strategy applied by Islamic boarding schools to the general public. The PESO model analysis at the An Nur 2 Islamic Boarding School is used to look at Islamic boarding school branding through the media, especially owned media. This article discusses the influence of the digitalization of the An Nur 2 Islamic boarding school on the branding strategy and optimization of Islamic boarding school learning in the era of digitalization. This qualitative research uses a descriptive approach, observation and online interviews as supporting data. The results of the research explain that the percentage of digitalization strength in an Islamic boarding school can have a very significant effect on strengthening the Islamic boarding school's credibility as a branding strategy and influence the success of existing learning systems and methods in Islamic boarding schools. Thus, the existence of Islamic boarding schools known as traditional Islamic education institutions can develop. both with digitalization and playing an important role in social control and branding of Islamic boarding school institutions through the media, especially, in the midst of the crisis of decreasing credibility of Islamic boarding schools in front of the general public.
APA, Harvard, Vancouver, ISO, and other styles
10

Ihyak, Muhammad. "Strategi Public Relations Melalui Whatsapp Guna Mempromosikan Pondok Pesantren Asy-Syafi iyah Sukorejo Bangsalsari." Medio Jurnal Ilmu Komunikasi 1, no. 2 (2023): 113–36. https://doi.org/10.56013/mji.v1i2.2387.

Full text
Abstract:
Balancing technological developments and seeing the increasingly diverse competitiveness of Islamic boarding schools because the number of Islamic boarding schools continues to increase every year, for this reason, the Asy-Syafi'iyah Islamic Boarding School also has a strategy in promoting its Islamic boarding schools. The research focus in this thesis is: (1). What is the public relations strategy via WhatsApp to promote the Sukorejo Bangsalsari Asy-Syafi'iyah Islamic Boarding School? (2). Analysis of the advantages and disadvantages of the Public Relations Strategy via Whatsapp to promote the Asy-Syafi'iyah Sukorejo Bangsalsari Islamic Boarding School?. The approach used in this research is a qualitative approach with a descriptive research type and data was collected using observation methods carried out in the field, interviews also carried out in the field, and documentation made in the field. Utilization of Islamic boarding school Public Relations which can help, build and maintain communication between the Islamic boarding school and its public.The results of this research show the Islamic boarding school's public relations strategy in involving public relations and Islamic boarding school alumni to promote Islamic boarding schools using WhatsApp social media. In promoting Islamic boarding schools, public relations and Islamic boarding school alumni form Jami'ah or Islamic boarding school management groups. . Utilizing Whatsapp social media is very effective in promoting Islamic boarding schools. And it can also build good communication between alumni and Islamic boarding school administrators. Alumni maintain good relations with the Islamic boarding school, and also participate in boarding school activities. Then, alumni promote the boarding school by joining the WhatsApp group of the boarding school and the Asy-syai'iyah administrators on each alumni's social media, and holding special alumni events at the boarding school and outside the boarding school. By using WhatsApp social media for alumni and Islamic boarding school administrators, it is easier to promote Islamic boarding schools to the public.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Islamic Schools"

1

Alsaif, A. S. "Islamic Education in Saudi Secondary Schools." Thesis, University of Manchester, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.498390.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Berglund, Jenny. "Teaching Islam : Islamic religious education at three Muslim schools in Sweden /." Münster New York, NY München Berlin Waxmann, 2009. http://d-nb.info/1000753131/04.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Rifai, Nurlena. "The emergence of elite Islamic schools in contemporary Indonesia : a case study of Al Azhar Islamic school." Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=108895.

Full text
Abstract:
This study addresses the phenomenon of elite Islamic schools in Indonesia by focusing on Al Azhar Islamic High School in Jakarta. Taking as its starting point the evolution and expansion of Islamic educational institutions in contemporary Indonesia, particularly since the 1970s, it examines the emergence of elite Islamic schools and identifies the unique characteristics that attract many urban, middle-class Muslims to send their children to these schools. In addition, this study attempts to address the lack of research on the history of Islamic education in Indonesia between the years 1970 and 2000. A review of past studies demonstrates that this period has not been critically examined enough.<br>Cette étude adresse le phénomène des écoles islamiques d'élite en Indonésie en focalisant sur l'école islamique secondaire Al Azhar à Jakarta. Partant de l'évolution et l'expansion des institutions éducationnelles islamiques en Indonésie contemporaine, particulièrement depuis les années 70, elle examine la montée des écoles islamiques d'élite et identifie les caractéristiques uniques qui poussent plusieurs musulmans urbains de classe moyenne à envoyer leurs enfants à ces écoles. De plus, cette étude tend à adresser le manque de recherche sur l'histoire de l'éducation musulmane en Indonésie entre les années 1970 et 2000. Un examen des études existantes à ce sujet montre que cette période n'a pas été suffisamment scrutée. [...]
APA, Harvard, Vancouver, ISO, and other styles
4

Al, Azemi Fahad Khalaf al-lamia. "The Islamic education curriculum in Kuwaiti secondary schools." Thesis, University of Sheffield, 2000. http://etheses.whiterose.ac.uk/4204/.

Full text
Abstract:
This investigation was designed to research the Islamic education curriculum (I. E. C.) for secondary schools in Kuwait. The investigation covered the major elements of the Islamic education curriculum, namely the aims, the textbooks, teaching methods, aids and activities and the styles of assessment. The methods which were used to collect the data for this research were the questionnaire and the interview. The research population included: teachers of the I. E. C., supervisors, students of the 10th grade secondary schools. The findings indicated that in theory the I. E. C.’s aims seem to be comprehensive, covering all the aspects of student development. But, unfortunately, there were no real applications for all those aims in the practical teaching of the I. E. C., whether one examined the textbook, teaching methods, or styles of assessment. The topics of the textbook generally focused on the theoretical aspects of the I. E. C. and some of those topics were repetitive. Teaching methods were traditional and focused on telling by the teacher, with a lack of modern teaching methods to encourage the student to take an active role in the learning process. In addition, there was a clear lack of modern educational aids like audio visual equipment. Finally, the style of assessment was traditional aimed at measuring the students' knowledge, without paying attention to measuring other aspects of student achievement. This thesis is divided into eight chapters. Chapter One, outlines the general approach for studying problems related to the Islamic education curriculum in Kuwaiti secondary schools. There are clear weaknesses in the Islamic education curriculum in secondary schools. One of the most important is the absence of any explanation of the way in which the I. E. C. deals with the negative changes that are taken place in Kuwaiti society after the Iraqi aggression in 1990 and this is the main focus of the chapter. In Chapter Two, the educational system in Kuwait is discussed in detail from Al-katatib to the modern schools. The aims of each stage of the Kuwaiti educational system are also discussed. Chapter Three examines the background of the Islamic education in general and its sources, examining in particular what is the general aim of Islamic education and how this relates to the Kuwaiti context. Chapter Four, identifies previous studies of the curriculum in general. It examines definitions of the curriculum in general, the aims and their classification, the content of the textbook, the types of teaching methods and their importance in the learning teaching process and finally the style of assessments and their role in the learning process. This material is then related to the learning process in Kuwait and particularly its connections to the I. E. C. In the second section of this chapter previous studies which evaluated the Islamic education curriculum in Kuwaiti schools (especially the I. E. C.’s role in confronting the negative changes taken place in the Kuwait society) are examined. Chapter Five critically discusses the methodology, which was used in this research. Chapter Six examines the statistical result of the research. Chapter Seven then discusses and analyses the research findings. Chapter Eight ends the thesis with make a series of recommendations and conclusions based on the research findings.
APA, Harvard, Vancouver, ISO, and other styles
5

Aabed, Adnan Ibrahim. "A Study of Islamic Leadership Theory and Practice in K-12 Islamic Schools in Michigan." Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1273.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Elannani, Hassan Baker Paul J. Nur-Awaleh Mohamed A. "Muslim schools and the common good an empirical study /." Normal, Ill. : Illinois State University, 2007. http://proquest.umi.com/pqdweb?index=0&did=1414124081&SrchMode=1&sid=5&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1205252138&clientId=43838.

Full text
Abstract:
Thesis (Ph. D.)--Illinois State University, 2007.<br>Title from title page screen, viewed on March 11, 2008. Dissertation Committee: Paul Baker, Mohamed Nur-Awaleh (co-chairs), George Padavil, Albert Azinger. Includes bibliographical references (leaves 189-196) and abstract. Also available in print.
APA, Harvard, Vancouver, ISO, and other styles
7

Al-Otaibi, Saad. "Methods of teaching Islamic education in Kuwaiti secondary schools." Thesis, University of Birmingham, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.497434.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Ngah, Shahbudin. "Organisation and leadership in the Islamic schools of Malaysia." Thesis, University of Sussex, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.241670.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Ghamra-oui, Nada Nemra. "Constructing the Espoused Purpose of Islamic Schools in Australia." Thesis, Australian Catholic University, 2018. https://acuresearchbank.acu.edu.au/download/efff54df96cc9d6ac165f5ffea5df11385a7d7ddc4a4750875747e2dc851d37f/4597182/Ghamra_oui_2018_Constructing_the_espoused_purpose_of_islamic.pdf.

Full text
Abstract:
Evidence showing a positive link between Islamic practices and rituals at the everyday level with civic participation is on the rise (Harris & Roose, 2014; Patton, 2014; Vergani, Johns, Lobo, & Mansouri, 2017). Yet, character building to produce women and men of adab (Al-Attas, 1980) for active and confident engagement with society, has always been the raison d’etre of Islamic schools (Buckley, 1997). What remains unexplored is how these schools and their educational practitioners intervene and actively engage with their central purpose in the minutiae of everyday life (Apple, 2006). Specifically, how the racialised Islamic schools (Gulson & Webb, 2012, 2013) and their leaders mediate the “pluri-cultural” life (Said, 1977, p. xvii), articulating, embodying and defending alternative educational possibilities for parity of educational outcomes, lacks analytical consideration. This study explored the construction of the espoused purpose of Islamic schools in Australia. Grounded in a critical race position (Ladson-Billings & Tate, 1995) and a faith-centred epistemology (Zine, 2004), it employed a collective case study methodology (Stake, 1995; Merriam, 1998; Yin, 2012) to understand how a disenfranchised community understands and experiences its everyday lived realities, and how leaders speak back to authoritarianism (Said, 2004; Apple, 2006) to achieve their aspirations in a diverse marketised Australian society (Walsh, 2014). An analysis of the promotional materials (Symes, 1998) and an online survey of stakeholders of Islamic schools in Perth, Melbourne and Brisbane were conducted in the exploratory phase of this inquiry, followed by an in-depth analysis of documents and a leadership qualitative questionnaire. The findings revealed, firstly, that neoliberal technologies have worked to influence the schools’ educational practices, creating possibilities that are bounded with limitations. By enabling choice—and as a consequence, the physical space where schools and their educational practitioners provide an education that aligns school values with those of students’ homes; religious practice that can be freely exercised and instituted; and, support mechanisms to mitigate the harm arising from students’ external social realities—neoliberalism has been productive for this disenfranchised community, allowing for its aspirations to provide the tools for achieving its purpose. Islamic schools therefore play a vital role in contributing to social cohesion. Yet, substance has been compromised and remains unresolved by a formal curriculum that prioritises the dominant “excellence” discourse alongside an appended imitation Islamic curriculum model (Ramadan, 2004). Secondly, negotiation of key tensions arising from the external and internal contexts, primarily the prevalence of persisting dichotomies, summons leadership practices that not only draw on the schools’ ethical frameworks and own personal values (Striepe, 2016) but full engagement in intellectual activity: persistence, critique and pushing through (Said, 1994). Thirdly, any attempts made by schools and leaders to engage with Islamic education must stem from learning and the collective creation and alignment of the “right” aims (Merry, 2015, p. 147). By persisting and pushing, schools and leaders who operate by faith (Dantley, 2005) focus on helping students negotiate their identities and connect with their worlds (Ramadan, 2004).
APA, Harvard, Vancouver, ISO, and other styles
10

Steinberg, Drew. "Social cohesion or isolationism In London's Islamic faith schools." Diss., Connect to the thesis, 2009. http://hdl.handle.net/10066/3667.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Islamic Schools"

1

Riaz, Sanaa. New Islamic Schools. Palgrave Macmillan US, 2014. http://dx.doi.org/10.1057/9781137382474.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Bourget, Carine. Islamic Schools in France. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-03834-2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Abdalla, Mohamad, Nadeem Memon, and Dylan Chown, eds. Wellbeing in Islamic Schools. Springer Nature Switzerland, 2024. https://doi.org/10.1007/978-3-031-76730-2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Amzat, Ismail Hussein. Supporting Modern Teaching in Islamic Schools. Routledge, 2022. http://dx.doi.org/10.4324/9781003193432.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

N, Roberts Nancy, ed. Islamic jurisprudence according to the four Sunni schools: Modes of Islamic worship. Fons Vitae, 2009.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Maghnīyah, Muḥammad Jawād. Divorce: According to five schools of Islamic law. Dept. of Translation and Publication, Islamic Culture and Relations Organization, 1997.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Maghnīyah, Muḥammad Jawād. The five Schools of Islamic law: Al-Hanafi, al-Hanbali ... Ansariyan Publications, 1995.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Bryner, Karen. Piety Projects: Islamic Schools for Indonesia's Urban Middle Class. [publisher not identified], 2013.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Philips, Abu Ameenah Bilaal. Evolution of the madh-habs (schools of Islamic law). International Islamic Pub. House, 1988.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Boyle, Helen N. Quranic schools: Agents of preservation and change. RoutledgeFalmer, 2004.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Islamic Schools"

1

Weeramantry, C. G. "The Schools of Law." In Islamic Jurisprudence. Palgrave Macmillan UK, 1988. http://dx.doi.org/10.1007/978-1-349-19456-8_4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Elleissy, Abdullah. "Attaining the ‘Islamic’ in Islamic Schools." In Islamic Schooling in the West. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-73612-9_11.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Riaz, Sanaa. "Introduction: Understanding Tradition, Modernity, and Class in Islamic Education." In New Islamic Schools. Palgrave Macmillan US, 2014. http://dx.doi.org/10.1057/9781137382474_1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Riaz, Sanaa. "Situating the Islamic Schooling Trend in Pakistan." In New Islamic Schools. Palgrave Macmillan US, 2014. http://dx.doi.org/10.1057/9781137382474_2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Riaz, Sanaa. "The Educational System in Pakistan and the Place of Islamic Schooling." In New Islamic Schools. Palgrave Macmillan US, 2014. http://dx.doi.org/10.1057/9781137382474_3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Riaz, Sanaa. "Examining Diversity in Islamic Schools." In New Islamic Schools. Palgrave Macmillan US, 2014. http://dx.doi.org/10.1057/9781137382474_4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Riaz, Sanaa. "Knowledge at Play." In New Islamic Schools. Palgrave Macmillan US, 2014. http://dx.doi.org/10.1057/9781137382474_5.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Riaz, Sanaa. "Toward a New Approach to Islamic Education." In New Islamic Schools. Palgrave Macmillan US, 2014. http://dx.doi.org/10.1057/9781137382474_6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Fazlurrahman, Hujjatullah, Lingga Sundagumilar Abqari, and Dewie Tri Wijayati Wardoyo. "Pesantren (Islamic Boarding Schools)." In Driving Entrepreneurship in Southeast Asia. Routledge, 2022. http://dx.doi.org/10.4324/9781003260783-5.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Bourget, Carine. "Arabic and Islamic Studies." In Islamic Schools in France. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-03834-2_6.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Islamic Schools"

1

Wajdi, Firdaus, Rohma Kubro, and Suci Nurpratiwi. "The Relevance of Classical Islamic Education in the Modern Era: A Case Study of Kuttab Islamic Schools." In The International Conference on Humanities Education, Law, and Social Science. SCITEPRESS - Science and Technology Publications, 2024. https://doi.org/10.5220/0013414900004654.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Suryanef, Ika Sandra, Al Rafni, Novran Bhakti, Rama Kurniawan, and Rintia. "Exploring Social Class Segmentation in Islamic Boarding Schools (IBS): A Neoliberal Perspective from West Sumatra." In The International Conference on Humanities Education, Law, and Social Science. SCITEPRESS - Science and Technology Publications, 2024. https://doi.org/10.5220/0013412100004654.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Bruckmayr, Philipp. "PHNOM PENH’S FETHULLAH GÜLEN SCHOOL AS AN ALTERNATIVE TO PREVALENT FORMS OF EDUCATION FOR CAMBODIA’S MUSLIM MINORITY." In Muslim World in Transition: Contributions of the Gülen Movement. Leeds Metropolitan University Press, 2007. http://dx.doi.org/10.55207/rdcz7621.

Full text
Abstract:
Following the end of Khmer Rouge rule (1975–79), the Cham Muslim minority of Cambodia began to rebuild community structures and religious infrastructure. It was only after 1993 that they became recipients of international Islamic aid, mostly for the establishment of mosques, schools and orphanages. Now Cambodia boasts several Muslim schools, financed and/or run by Saudi Arabian and Kuwaiti NGOs as well as by private enterprise from the Gulf region, most of which rely on a purely religious curriculum. However, Cambodian Muslim leaders are urging attendance of public Khmer schools and seeking to establish alternatives in the form of Islamic secondary schools with a mixed curriculum, modelled after similar schools in Malaysia. The generally harmonious relations between Chams and Khmers have been affected by the importation of new interpretations of Islam through international Islamic welfare organisations, and the long arm of international terrorism. The only Cambodian non-religious and non-discriminatory educational facility operated from a Muslim country is Phnom Penh’s Zaman International School. It was founded in 1997 and is associated with the Fethullah Gülen movement. Classes are taught in both Khmer and English. Its kindergarten, primary and high schools are attended by Khmers, resident foreigners and a few Chams. For them, apart from the high standard provided by the school, its explicit agenda of instruction on an inter-racial and inter-religious basis, coupled with its prestige as an institution operated from Muslim lands, serves to make the school a valuable alternative to both secular private schools and Islamic schools. This paper raises and discusses the interesting question of the applicability of Gülen’s thought on education and inter-faith relations to the periphery of Southeast Asian Islam.
APA, Harvard, Vancouver, ISO, and other styles
4

Javid, Ali. "The Architecture Curriculum Between Two Revolutions: From the West to the Islamic Curriculum." In Schools of Thought Conference. University of Oklahoma, 2020. http://dx.doi.org/10.15763/11244/335077.

Full text
Abstract:
The architectural curriculum in Iran has been changed five times in the last five decades (1963–2017). In each period, efforts to change the content and structure of the curriculum were based on the architectural profession’s vision with regard to sociopolitical and economic issues, such as the agenda of development in the White Revolution and Islamizing the society after the 1979 Islamic Revolution. The curriculum as a sociopolitical artifact can be defined as a systematic set of relations between people, objects, events, and circumstances that is changed and developed based on the sociopolitical agenda. This paper focuses on crucial moments in the transformation of architectural education between the two contemporary revolutions in Iran, the White Revolution and the Islamic Revolution. The story of the transformation of the curriculum began in 1963 when a new system of architectural education, Italian pedagogy, was brought to Iran and decolonized the curriculum from the previous pedagogy system, Beaux-Arts, and it continued until the Cultural Revolution (1980–1984), when the new Islamic government decided to detoxify the curriculum from Western influence to Islamize it. This paper outlines the transformation of the structure and content of the architecture curriculum to adapt to the sociopolitical agenda of each revolution.
APA, Harvard, Vancouver, ISO, and other styles
5

Maigre, Marie-Elisabeth. "THE INFLUENCE OF THE GÜLEN MOVEMENT IN THE EMERGENCE OF A TURKISH CULTURAL THIRD WAY." In Muslim World in Transition: Contributions of the Gülen Movement. Leeds Metropolitan University Press, 2007. http://dx.doi.org/10.55207/mxux7290.

Full text
Abstract:
This paper aims to understand the role of Fethullah Gülen’s movement in the emergence of the new Islamic culture in Turkey. Among the Islamic dynamics that emerged in the 80s, the movement based on Gülen’s ideas is unique not in that it spread through an intellectual, healthcare and media network – this is true of other Sufi communities – but in its develop- ment of an effective educational programme now comprising more than 300 schools around the world. In the 1990s, this movement favoured a ‘Turkish Islam’ encompassing the principles of de- mocracy and moderation, and so rejected the radical ideals of Necmettin Erbakan’s Refah party. After the 1997 ‘soft coup’ removed the Erbakan government, pro-Islamic businesspeo- ple became more disinclined to support a party that could threaten their business interests. A reformist branch led by Istanbul mayor, Recep Tayyip Erdoğan, began to adopt the principles of democracy and religious freedom as part of a new political argument, and eventually won the general elections of November 2002. It seems that three actors – the Islamist reformists, the businessmen, and Gülen’s followers – converged around the common concepts of Turkish Islam, Conservative Democracy, and Business to re-elaborate the cultural content of the Islamic movement with a more Western- democratic and capitalist orientation. The phrase ‘Islam de marché’, coined by Patrick Haenni, refers to the culture, born of globalisation, in which business success is efficiently used to translate thinking or religious beliefs into something practical and derive some cul- tural influence from association with the state. Fethullah Gülen, whose movement is a paradigm of these new approaches, could be consid- ered a far-sighted visionary since he anticipated the need for Turkish people, whether secular or Islamist, to adapt to the present times, and the strong potential of globalisation to diffuse his vision of Islam.
APA, Harvard, Vancouver, ISO, and other styles
6

Krisnawati, Yudi Sukmayadi, and Hery Supiarza. "Music Activities in Islamic Boarding Schools." In Proceedings of the International Conference on Arts and Design Education (ICADE 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/icade-18.2019.70.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Huda, Syamsul, and Hamdanayani Hamdanayani. "Administration and Services Management in Islamic Schools." In Proceedings of the 3rd Asian Education Symposium (AES 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/aes-18.2019.42.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Abdullah, Muhammad. "A Prophetic Pedagogical framework for Islamic schools." In International Conference on Education in Muslim Society (ICEMS 2017). Atlantis Press, 2018. http://dx.doi.org/10.2991/icems-17.2018.29.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Madanih, Rahmawati. "How inclusive schools work: an experience from Lazuardi Global Islamic school." In International Conference on Diversity and Disability Inclusion in Muslim Societies (ICDDIMS 2017). Atlantis Press, 2018. http://dx.doi.org/10.2991/icddims-17.2018.33.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Rofi, Sofyan, and Dahani Kusumawati. "The Effect of School Branding on the Reputation of Islamic Schools." In International Conference on Community Development (ICCD 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201017.142.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Islamic Schools"

1

Bano, Masooda. Curricula that Respond to Local Needs: Analysing Community Support for Islamic and Quranic Schools in Northern Nigeria. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/103.

Full text
Abstract:
Involving local communities in school management is seen to be crucial to improving the quality of education in state schools in developing countries; yet school-based management committees remain dormant in most such contexts. Drawing on ethnographic fieldwork with a rich network of community-supported Islamic and Quranic schools in the state of Kano in northern Nigeria—a sub-Saharan African region with very low education indicators, low economic growth, and political and social instability—this paper shows how making school curricula responsive to local value systems and economic opportunities is key to building a strong sense of community ownership of schools. Under community-based school management committees, control over more substantive educational issues—such as the content of school curricula and the nature of aspirations and concepts of a good life that it promotes among the students—remains firmly in the hands of the government education authorities, who on occasion also draw on examples from other countries and expertise offered by international development agencies when considering what should be covered. The paper shows that, as in the case of the urban areas, rural communities or those in less-developed urban centres lose trust in state schools when the low quality of education provided results in a failure to secure formal-sector employment. But the problem is compounded in these communities, because while state schools fail to deliver on the promise of formal-sector employment, the curriculum does promote a concept of a good life that is strongly associated with formal-sector employment and urban living, which remains out of reach for most; it also promotes liberal values, which in the local communities' perception are associated with Western societies and challenge traditional values and authority structures. The outcomes of such state schooling, in the experience of rural communities, are frustrated young people, unhappy with the prospect of taking up traditional jobs, and disrespectful of parents and of traditional authority structures. The case of community support for Islamic and Quranic schools in northern Nigeria thus highlights the need to consider the production of localised curricula and to adjust concepts of a good life to local contexts and economic opportunities, as opposed to adopting a standardised national curriculum which promotes aspirations that are out of reach.
APA, Harvard, Vancouver, ISO, and other styles
2

Bano, Masooda. Curricula that Respond to Local Needs: Analysing Community Support for Islamic and Quranic Schools in Northern Nigeria. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/103.

Full text
Abstract:
Involving local communities in school management is seen to be crucial to improving the quality of education in state schools in developing countries; yet school-based management committees remain dormant in most such contexts. Drawing on ethnographic fieldwork with a rich network of community-supported Islamic and Quranic schools in the state of Kano in northern Nigeria—a sub-Saharan African region with very low education indicators, low economic growth, and political and social instability—this paper shows how making school curricula responsive to local value systems and economic opportunities is key to building a strong sense of community ownership of schools. Under community-based school management committees, control over more substantive educational issues—such as the content of school curricula and the nature of aspirations and concepts of a good life that it promotes among the students—remains firmly in the hands of the government education authorities, who on occasion also draw on examples from other countries and expertise offered by international development agencies when considering what should be covered. The paper shows that, as in the case of the urban areas, rural communities or those in less-developed urban centres lose trust in state schools when the low quality of education provided results in a failure to secure formal-sector employment. But the problem is compounded in these communities, because while state schools fail to deliver on the promise of formal-sector employment, the curriculum does promote a concept of a good life that is strongly associated with formal-sector employment and urban living, which remains out of reach for most; it also promotes liberal values, which in the local communities' perception are associated with Western societies and challenge traditional values and authority structures. The outcomes of such state schooling, in the experience of rural communities, are frustrated young people, unhappy with the prospect of taking up traditional jobs, and disrespectful of parents and of traditional authority structures. The case of community support for Islamic and Quranic schools in northern Nigeria thus highlights the need to consider the production of localised curricula and to adjust concepts of a good life to local contexts and economic opportunities, as opposed to adopting a standardised national curriculum which promotes aspirations that are out of reach.
APA, Harvard, Vancouver, ISO, and other styles
3

Shammo, Turkiya, Diana Amin Saleh, and Nassima Khalaf. Displaced Yazidi Women in Iraq: Persecution and Discrimination Based on Gender, Religion, Ethnic Identity and Displacement. Institute of Development Studies, 2022. http://dx.doi.org/10.19088/creid.2022.010.

Full text
Abstract:
This CREID Policy Briefing provides recommendations to address the marginalisation, discrimination and exclusion faced by displaced Yazidi women in Iraq. Throughout the history of their presence in Iraq, the Yazidis have experienced harassment, persecution, killing and displacement. Most recently, they have been exposed to genocide from the Islamic State (ISIS) group after they took control of Sinjar district and the cities of Bahzani and Bashiqa in the Nineveh Plain in 2014, destroying Yazidi homes, schools, businesses and places of worship. Yazidi people were killed or forced to convert to Islam. Over 6,000 were kidnapped, including over 3,500 women and girls, many of whom were forced into sexual slavery. Men and boys were murdered or forced to become soldiers. Any remaining citizens were displaced. Seven years later, more than 2,000 Yazidi women and children were still missing or in captivity, more than 100,000 Yazidis had migrated abroad, and over 200,000 Yazidi people were still displaced, living in camps.
APA, Harvard, Vancouver, ISO, and other styles
4

Lewis, Dustin, ed. Database of States’ Statements (August 2011–October 2016) concerning Use of Force in relation to Syria. Harvard Law School Program on International Law and Armed Conflict, 2017. http://dx.doi.org/10.54813/ekmb4241.

Full text
Abstract:
Many see armed conflict in Syria as a flashpoint for international law. The situation raises numerous unsettling questions, not least concerning normative foundations of the contemporary collective-security and human-security systems, including the following: Amid recurring reports of attacks directed against civilian populations and hospitals with seeming impunity, what loss of legitimacy might law suffer? May—and should—states forcibly intervene to prevent (more) chemical-weapons attacks? If the government of Syria is considered unwilling or unable to obviate terrorist threats from spilling over its borders into other countries, may another state forcibly intervene to protect itself (and others), even without Syria’s consent and without an express authorization of the U.N. Security Council? What began in Daraa in 2011 as protests escalated into armed conflict. Today, armed conflict in Syria implicates a multitude of people, organizations, states, and entities. Some are obvious, such as the civilian population, the government, and organized armed groups (including designated terrorist organizations, for example the Islamic State of Iraq and Syria, or ISIS). Other implicated actors might be less obvious. They include dozens of third states that have intervened or otherwise acted in relation to armed conflict in Syria; numerous intergovernmental bodies; diverse domestic, foreign, and international courts; and seemingly innumerable NGOs. Over time, different states have adopted wide-ranging and diverse approaches to undertaking measures (or not) concerning armed conflict in Syria, whether in relation to the government, one or more armed opposition groups, or the civilian population. Especially since mid-2014, a growing number of states have undertaken military operations directed against ISIS in Syria. For at least a year-and-a-half, Russia has bolstered military strategies of the Syrian government. At least one state (the United States) has directed an operation against a Syrian military base. And, more broadly, many states provide (other) forms of support or assistance to the government of Syria, to armed opposition groups, or to the civilian population. Against that backdrop, the Harvard Law School Program on International Law and Armed Conflict (HLS PILAC) set out to collect states’ statements made from August 2011 through November 2016 concerning use of force in relation to Syria. A primary aim of the database is to provide a comparatively broad set of reliable resources regarding states’ perspectives, with a focus on legal parameters. A premise underlying the database is that through careful documentation of diverse approaches, we can better understand those perspectives. The intended audience of the database is legal practitioners. The database is composed of statements made on behalf of states and/or by state officials. For the most part, the database focuses on statements regarding legal parameters concerning use of force in relation to Syria. HLS PILAC does not pass judgment on whether each statement is necessarily legally salient for purposes of international law. Nor does HLS PILAC seek to determine whether a particular statement may be understood as an expression of opinio juris or an act of state practice (though it might be).
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Islamic Schools' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography