Relevant bibliographies by topics / Muslim University

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

Academic literature on the topic 'Muslim University'

Author: Grafiati
Published: 4 June 2021
Last updated: 15 February 2022

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Journal articles on the topic "Muslim University"

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Erkan, Serdar, and Keith D. Walker. "Fairness Perceptions and Experiences of Muslim University Students in Canada." International Education Studies 9, no. 7 (June 28, 2016): 72. http://dx.doi.org/10.5539/ies.v9n7p72.

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<p class="apa">The purpose of this article is to examine the perceptions and experiences of fairness amongst Muslim post-secondary students based on our gathering of data using a web-based survey. The participants, 189 Muslim students, were reached via student organizations, national and local Muslim organizations, and Muslim student groups organized on Facebook. Following these initial contact points, snowball sampling was used to invite prospective participants to respond to the quantitative items in the survey instrument (which also included qualitative inquiries). These quantitative responses were analyzed using descriptive statistical analysis techniques. For Muslim students, their university was perceived as the most fair amongst their experience of settings, followed by Canada in general, and the country that these Muslim students culturally most identified with. The World, at large, was perceived as the most unfair setting for responding Muslims. Except for the country that Muslim students culturally identified with, all settings were perceived to be fairer for non-Muslims than for Muslims. The majority of Muslim students reported that they had encountered, observed, or experienced unfairness at least once in their university settings during the previous academic year and that they had been impacted by that experience of unfairness.</p>
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Phillips, Richard. "Muslim Geographies." American Journal of Islam and Society 25, no. 3 (July 1, 2008): 147–51. http://dx.doi.org/10.35632/ajis.v25i3.1466.

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“Muslim Geographies,” a conference and public lecture organized byRichard Phillips (University of Liverpool) with support from the Economic&Social Research Council (ESRC Research Grant RES-000-22-1785), tookplace on 4-5 April 2008 at Liverpool University and the Merseyside MaritimeMuseum. The event had several goals: to draw together and advancegeographical research involving Muslims, provide a forum for debate aboutthe spaces that shapeMuslimlives, and establish informed dialogue betweenMuslims and non-Muslims as well as between academics and activists.These goals were pursued through a public lecture and debate, to whichmembers of Muslim, activist, and other local communities were invited. Tomake the conference as inclusive as possible, the eventwas free, some of the sessions were held off-campus, and researchers in architecture, sociology,religious studies, anthropology, public policy, geography, and other disciplineswere invited to participate.The opening session, “Envisaging Geographies of, for, and byMuslims,”traced current trends and future directions in geographical research involvingMuslims. Peter Hopkins (Newcastle) presented, and the ensuing discussionfeatured panelists Claire Dwyer (University College London), Ayona Datta(London School of Economics), and Kevin Dunn (New South Wales). Thepanelists complicated the term Muslim geographies by acknowledging theheterogeneity of Muslims’ experiences and identities and expressed concernabout how academic research represents Muslims. Nevertheless, they identifiedthe purchase of geographical research on key areas of Muslim life,including their integration, relationships, surveillance, and identities ...
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Haron, Muhammed. "Islam and the University Curriculum." American Journal of Islam and Society 31, no. 3 (July 1, 2014): 153–56. http://dx.doi.org/10.35632/ajis.v31i3.1067.

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This special academic event was organized by the Sociology of Religion(Socrel) Study Group of the British Sociological Association in London on December7, 2013. One of its main objectives was to discuss, in the light of negativepublicity and the increasing number of Muslim students pursuing certainprofessions, whether “Islam” as a module or a course has been adequatelywoven and integrated into the university teaching and learning contexts.The organizers, Socrel chair Abby Day (Department of Sociology, Goldsmiths,University of London) and Sarah-Jane Page (School of Languages andSocial Sciences, Aston University), sought answers to the following questions:To what extent are higher education institutions responding to this relationship?How do Muslim students feel that Islam is represented in higher education?Does a Christianized curriculum still dominate the way these courses are designed?How do non-Muslim students respond to the content of courses thatmainly deal with Islam and Muslims? How do teachers respond to a more diversestudent body that hails from various socio-cultural backgrounds?Sociologists of religion have realized the importance of reflecting criticallyupon the study and teaching of religion. Publications such as Robert Orsi’s editedThe Cambridge Companion to Religious Studies (New York: CambridgeUniversity Press, 2012) has paid attention to these and related aspects. A qualitativeshift of scholary endeavors has been noted; scholars and researchershave now turned their lenses to specific religious traditions that have comeunder the spotlight because of their adherents’ apparent “violent” acts. Since9/11, Islam and Muslims have naturally become one of the targeted traditions(see “The Muslim World after 9/11,” Rand report at www.rand.org).This scholarly attention has resulted in the spread of Islamophobia in westernEurope and elsewhere, not to mention the gradual securitization of Muslimcommunities. This latter development seems to have enormous implicationsfor the academic arena where courses/modules on aspects of “Muslim extremism”in countries such as the United Kingdom have been closely watched and ...
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Selamat, Abu Zarrin, Hafizul Fahri Hanafi, Sakinah Salleh, Aireen Aina Bahari, Mazarul Hasan Mohamad Hanapi, and Miftachul Huda. "THE Enhancing Moral Awareness for Racial Unity Through Islamic and Asian Civilization Course (TITAS): An Empirical Research from Non-Muslim Students’ Perspective." Jurnal Ilmiah Peuradeun 8, no. 3 (September 30, 2020): 521. http://dx.doi.org/10.26811/peuradeun.v8i3.582.

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This article attempted to investigate the significance of the Islamic and Asian Civilization Course (TITAS) according to the point of view of non-Muslim students to form a harmonious view towards Islam besides forming and cultivating racial unity in Malaysia. This study was also conducted with expectations that TITAS will be the impetus to create moral awareness amongst non-Muslim students towards Islam and Muslims other than giving ideas that multiracial is assimilable through TITAS. This matter was aligned with the objective of the Islamic Civilization study for non-Muslim students and the goals of TITAS introduced in 1983. This study was conducted using a quantitative approach involving 203 non-Muslim students from Universiti Pendidikan Sultan Idris as the study sample. The mean was 3.81 which depicts a high-level achievement of the goals and objectives of TITAS. This showed that TITAS was able and managed to predispose moral awareness amongst non-Muslim students towards Islam and Muslims. It is also proposed that TITAS continues to be maintained as the mainstream syllabus beyond the pre-university level.
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Ayub, Mohd Nasir, Surita Hartini Mat Hassan, and Mohd Asmadi Yakob. "Gagasan Madrasah al-Zahra’: Pemikiran Said Nursi dalam Pendidikan." Journal of Contemporary Islamic Studies 6, no. 1 (September 14, 2020): 111–35. http://dx.doi.org/10.24191/jcis.v6i1.7.

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Islamic education has been strongly emphasized in Muslim communities. The quality of education and adherence to the Islamic worldview will shape Muslim personalities towards the true meaning of excellence in this world and the hereafter. In the broader context of the establishment of the university as a more systematic field of knowledge has long been practiced in Muslim countries, in particular with the existence of Al-Azhar University, which is the oldest university in the world. However, whether the establishment of a university in a Muslim country now fulfill the needs of the Muslims themselves, while still meeting the characteristics of Islamic civilization. This paper aims to analyze the idea of education of an Islamic thinker at the end of the Ottoman Turkish government, namely Sheikh Badiuzzaman Said Nursi who is considered a figure who tried to integrate the religious and scientific knowledge in a single framework based on Madrasah al Zahra's model. This study is adopted a library research and its analysis is based on a content analysis framework. The study found that the idea of establishing Madrasah al Zahra Islamic University by Sheikh Badiuzzaman Said Nursi was in line with religious demands, to cater the needs of Muslims and restoring the strength of Muslims in leading the occupation of Western powers at that time.
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Sinclair, Kirstine. "An Islamic University in the West and the Question of Modern Authenticity." Numen 66, no. 4 (June 18, 2019): 403–21. http://dx.doi.org/10.1163/15685276-12341546.

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AbstractThe aim of this article is to discuss how Islamic universities in the West facilitate and condition the formation of modern Muslim subjectivities in minority contexts, with an emphasis on the institutions as providers of guidelines for good, Muslim minority life. This is done through a case study of Cambridge Muslim College in the UK. Its values and aims are explored through interviews with the founder and dean, faculty members and students, and through participatory observation. Cambridge Muslim College sees itself as a mediator between Islamic traditions and modern Muslims in the West, and as responsible for engaging in the development of both Muslim minorities and the wider society within which it operates. The questions guiding the study are the following: What role do Islamic universities play in shaping modern Muslim subjectivities in the West? How does Cambridge Muslim College combine understandings of authenticity with preparing their students for professional careers in Britain? The study shows that the understanding of authenticity that is encouraged by college dean Shaykh Abdal Hakim provides an important tool for the students as they strive to form meaningful selves and careers in contemporary Britain. Thus, references to authentic Islam is used to support the development of both working and moral modern subjects.
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Willoughby, Jay. "Muslim Cosmopolitanism." American Journal of Islam and Society 31, no. 1 (January 1, 2014): 161–63. http://dx.doi.org/10.35632/ajis.v31i1.1034.

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On November 8, 2013, Syed Muhd Khairudin Aljunied (National Universityof Singapore; Fulbright Fellow, Columbia University) addressed the topic of“Muslim Cosmopolitanism.” The event was held at the IIIT headquarters inHerndon, Virginia.He began his talk with a personal example: He is the child of an Arab fatherand an Indian mother, his culture is Malay, he prefers to talk in eitherMalay or English, and he understands Chinese. Thus, he is a living exampleof his assertion that “being Muslim is part and parcel of being able to appreciate many cultures … We are all hybrids,” and therefore it is only natural forMuslims to embrace diversity. While this was true for the first millennium ofIslamic civilization, it is, unfortunately, “not the case today.”Aljunied cited several examples of how contemporary Muslims have putthis reality aside. For example, he raised the question of why, when a Muslimengages in something that is clearly wrong, do Muslims apologize by sayingthat he/she is a “bad Muslim,” instead of a “bad person,” or become offensiveby saying that the action was somehow justified. He noted that this is “an unhealthydevelopment in the world in general, and especially in the UnitedStates” – one that Muslims should abandon. Instead, Muslims need to studytheir history and understand exactly who they are. With this goal in mind, hepraised AbdulHamid AbuSulayman’s Crisis in the Muslim Mind (IIIT: 1993)for its analysis of such concerns ...
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GAUTIER, LAURENCE. "A Laboratory for a Composite India? Jamia Millia Islamia around the time of partition." Modern Asian Studies 54, no. 1 (July 31, 2019): 199–249. http://dx.doi.org/10.1017/s0026749x18000161.

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AbstractThis article explores the role of Jamia Millia Islamia—the National Muslim University—in the formation of a composite national identity in India around the time of partition. This institution, born under the dual influence of the Khilafat and Non-Cooperation movements, constituted for its members a ‘laboratory’ for the nation. Through their educational experiments and constructive workà laGandhi, Jamia teachers and students sought to lay the ground for an independence that would be ‘meaningful’ not only for Muslims but for the entire nation. In so doing, Jamia members claimed the right for Muslims to be recognized as ‘unhyphenated Indians’, able to speak for the nation. This article thus discusses the efforts of Jamia members to promote an inclusive conception of ‘composite India’ of which Muslims were fully part. At the same time, it highlights the ambiguous attitude of government authorities vis-à-vis the institution. Despite Jamia members’ strong affinities with Congress leaders, notably Nehru, the school received little support from state authorities after independence. Paradoxically, Nehru's government preferred to turn towards another Muslim institution—Aligarh Muslim University—often considered the ‘cradle’ of ‘Muslim separatism’, in order to reach out to Muslim citizens and promote national integration. By exploring the motivations behind this paradoxical choice as well as the complex relations between Jamia and Nehru's government, this article highlights some of Nehru's own ambiguities towards the ‘Gandhian’ legacy as well as to Muslim representation in secular India.
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Siddiqui, Mohammad A. "The Muslims of America Conference." American Journal of Islam and Society 5, no. 2 (December 1, 1988): 319–25. http://dx.doi.org/10.35632/ajis.v5i2.2730.

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Organized By:The Arabic Club, the Department of History and The Near Eastern Studies Program, Universityof Massachusetts at AmherstIn the heart of seminaries and orientalist America, a conference on “TheMuslims of America” was held on April 15 and 16, 1988 at the Universityof Massachusetts at Amherst. The purpose of the conference, according toits director, Professor Yvonne Yazbeck Haddad, “was to expand the scopeof scholarly investigation about the Muslim community in the United States.”The conference focused “on the manner in which Muslims in America adapttheir institutions as they become increasingly an indigenous part of America.”Twenty-seven speakers, including sixteen Muslim scholars, addressed a varietyof topics dealing with the development and experience of the American Muslimcommunity. Among the more than 150 participants were representatives fromthe International Institute of Islamic Thought, the Islamic Society of NorthAmerica, the Muslim World League, the American Islamic College, theAssociation of Muslim Social Scientists, and various academic institutionsand local Muslim communities from the United States and Canada.The conference started on Friday, April 15, with a welcome speech byMurray Schwartz, Dean, Humanities and Fine Arts, University ofMassachusetts at Amherst. Chaired by Roland Sarti, Chairman, Departmentof History at the University of Massachusetts, the first session focused onthe demographics of the Muslims of America. Carol L. Stone of IndianaUniversity presented her paper on the Census of Muslims Living in America.Carol presented statistics of various Muslim communities and explained thedifficulties in collecting such data. She estimated the number of Muslimsin America to be 4.7 million in 1986, a 24 percent increase over the 1980estimates and projected that by the year 2000 this figure is likely to be doubled.Qutbi Ahmed of McGill University and former President of the Islamic Societyof North America, discussed the nature, role and scope of various organizationsin his paper on Islamic Organizations in North America. Abdul Aziz Sachedinaof the University of Virginia presented his paper on A Minority Within aMinority: The Case Study of the Shi'a in North America. He focussed onthe migration of the various Shi’i groups and their adjustment in the Americanenvironment. Sulayman Nyang of Howard University was the last speakerof the first session. The title of his paper was Conversion and Diversion ...
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Michalak, Laurence. "MOHJA KAHF, Western Representations of the Muslim Woman: From Termagant to Odalisque (Austin: University of Texas Press, 1999). Pp. 207. $16.95 paper." International Journal of Middle East Studies 33, no. 4 (November 2001): 638–40. http://dx.doi.org/10.1017/s0020743801344070.

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The Muslim woman—secluded, oppressed, and either longing for liberation or ignorant in her false consciousness—has been an enduring topos in the Western imagination since the spread of Islam. Right? Wrong. Mohja Kahf explains that in fact “the question of the liberty, or lack thereof, of the Muslim woman” does not appear until around the 17th century, and the image of the subjugated Muslim woman, with its trappings of harems and veils, does not reach full fruition until the 18th and 19th centuries. If we go back to the 8th century, even after the Muslims had conquered Spain and part of France, there was a lack of European curiosity about Muslims and a tendency to see them as just another enemy who was not particularly different from the pagans of Europe. Orientalism and its gendered images came much later and were based on and helped to justify Western domination over the East, especially during the rise and heyday of colonialism. What, then, was the European image of the Orient—in particular, of Muslim women—during the many centuries before Orientalism, when the Muslim world was as powerful as, or even more powerful than, Europe? Kahf answers this question by introducing us to a series of fictional Muslim women from European literature of the Middle Ages through the late Romantic period.
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Dissertations / Theses on the topic "Muslim University"

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Mellor, Jody. "Parallel lives? : working-class Muslim and non-Muslim women at university." Thesis, University of York, 2007. http://etheses.whiterose.ac.uk/11030/.

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Bahiss, Zainab. "Lifting the Veil: Muslim women's adjustment to a New Zealand university." The University of Waikato, 2008. http://hdl.handle.net/10289/2493.

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Abstract Due to a decline in the number of domestic students in many New Zealand and other foreign Western countries' universities, there is more recruitment of international students. In New Zealand universities, beside the increase in the number of other foreign international students, the number of Muslim international students and especially Muslim women students has increased in the past few years. This is due to internationalisation of New Zealand education and the economic benefits which international students provide to New Zealand economy. The reason for undertaking this study is because as a Muslim women and a student myself, I wanted to investigate the adjustment problems of the increased number of Muslim women international students at the University of Waikato. This is because, it would provide information to researchers, theoreticians and policy developers regarding adjustment issues that might be specific to Muslim women. Unfortunately, this area is under researched; hence this study could assist in filling the vacuum in this area. The literature so far has discussed the adjustment issues of international students in general and from the literature there seems to be two main dominant areas where international students suffer adjustment problems. These two areas are the academic environment of the university and the socio-cultural environment of the university. The academic environment has many elements to which many international students are believed to face adjustment problems such as adjusting to the 'study shock'. On the other hand, in the socio-cultural environment, students are believed to face adjustment problem to the culture shock. However, there are many flaws in the existing literature which results in its weakness and hence the need for this study. In order to discuss the adjustment issues of Muslim women international students' one has to examine the educational background of these students. It is important to also examine the religious and cultural backgrounds of these students because religious beliefs and practices combined with their cultural background have an impact on their adjustment into the foreign academic and socio-cultural iii environment. Islam strongly encourages the acquisition of education for women. Looking at the history of Muslim women, one can find great scholars who achieved enormously from their right to education. However today there is great tension in the Islamic world regarding women's education which makes this issue very complex. This is due to the different interpretations of the Islamic scholars of the verses of the Quran, and Muslim people cultural and tribal codes. Therefore, many Islamic countries have taken different approaches to the education of their female population that is from very conservative to liberal ones. The qualitative approach used in this chapter helped in understanding the perspectives and world views of the respondents which would have not been possible otherwise. The confidentiality and anonymity of the respondents was catered for before conducting the interviews and pseudo names are used in this study to refer to the respondents of this study. This study is however limited in that the time constrain did not allow me to do a longitudinal study in order to discover the many un answered questions or ambiguous sentences. This study has revealed four major themes which were identified through this research as being specifically important to the adjustment of Muslim women international students. These women did not view their adjustment as a huge shift instead for them it required more of gentle shift in their adjustment. The similarities in the academic environment of the international students and that of New Zealand universities made the adjustment to the academic environment even smoother. There are also other positive adjustments these international students make while in New Zealand universities. They are more independent and are able to communicate in English language which for most international students seems to be main reason for coming to Western universities. There is need for the staff and students to understand the religious and cultural beliefs of these international students so that they can help them in the adjustment process. There is also increased need for the universities and policy developers to provide help and support for the international students. iv There are many issues that seemed to need further exploration which this study has not managed to find out. The research needs to be done to discuss the huge emotional or psychological impact on the international students' due to teachers' and local students' lack of knowledge of their religious and cultural beliefs. The researchers also need to investigate how this change in the personality and thinking of women impacts on them when they go back to their home countries. In theorisation, there is need to theorise the adjustments of students who belong to other religious and cultural groups and how it might impact their adjustment process. For the practitioners, there is need to investigate the role of the staff and institutes to clearly identify to the role of staff in how they could make international students transaction to the university smoother.
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Onay, Ahmet. "Religious attitudes and Muslim identity, with reference to Turkish university students." Thesis, University of Leeds, 2000. http://etheses.whiterose.ac.uk/532/.

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The thesis explores religious attitudes and Muslim identity in Turkey from a social psychological perspective with reference to university students. Religious attitudes are explored in relation to three components: cognitive, behavioural and affective religious attitudes, whereas Muslim identity is examined through macro and micro levels, and observations. In order to investigate these issues, qualitative and quantitative methods are employed. Research hypotheses are developed on the basis of a review of secondary materials related to Islam in the Turkish context, Muslim identity and the measurement of religious attitudes. Primary data for this study are gathered through standardised questionnaires, such as the Religious Attitude Scale, in-depth interviews and observations. The techniques of psychometrics are employed for the fieldwork of this study, carried out among 1149 students in two universities in Turkey. Using sophisticated statistical analyses, test variables are operationalised and research hypotheses are tested. In doing this, a number of demographic and contextual variations, namely gender, age, family incomes, social and educational backgrounds, supplementary religious education and orientations towards both the Diyanet and cemaats, are taken into account as independent variables. Conclusions are drawn on the basis of the results of statistical analyses, as well as using qualitative inferences from in-depth interviews. The thesis also investigates the predictors of religious attitudes. Using a stepwise multiple regression analysis, between about 55% and 75% of variance in religious attitudes of Turkish university students are explained. The greatest amount of variance in religious attitudes is explained by orientation towards the Diyanet, the formal religious institution in Turkey.
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Lamont, Sarah. "Deconstructing the Dichotomy: Muslim American University Students' Perceptions of Islam and Democracy." Bowling Green State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1336083346.

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Abukhattala, Ibrahim. "Educational and cultural adjustment of ten Arab Muslim students in Canadian university classrooms." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=84872.

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Arab Canadians are a heterogeneous and frequently misunderstood group whose educational background and cultural heritage have received little attention in the scholarly literature. In multicultural Canada, educators, curriculum developers, textbook authors and policy makers rely on available literature to inform their decision-making processes. Mainstream media, as a source of information and insight, do not fill this need.
In this inquiry, I examine the cross cultural and educational experiences of ten Arab undergraduate students in two English-language universities in Montreal. Participants were from Libya, Tunisia, Algeria, and Morocco and have been in Canada for three to seven years.
Classic qualitative methodological tools of in-depth interviews, participant observation and document analysis were employed to record, analyze and interpret the experiences of these students. In order to give voice to these students' insights and experiences, a narrative approach is used in presenting and interpreting the data.
Seven themes identified as educational issues emerged from the analysis: Student-Teacher Relationship; Teaching Methodology; Democratic dialogue in the classroom; Teaching and learning foreign languages; Examinations; Research and Library Facilities; and Problems encountered in interactive classroom. Two themes, identified as cultural issues, emerged: Canadians' Perceptions of Arabs and Muslims from the perspectives of the participants; Islamic dress (hijab) and Sex-segregated relationships.
The analysis revealed differences in culture, language, and social and educational systems between these students' countries of origin and Canada as the major sources of these students' positive and negative experiences. The study concludes that Canadian educators can assist these students by becoming aware of their home culture, different learning styles, frustrations in adjusting to school life and in overcoming cultural shock; and by helping them adjust to Canadian educational system and learn about the Canadian culture.
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Zubair, Maria. "Pakistani, Muslim and British : Family influence and the negotiation of different worlds at university." Thesis, University of Reading, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.500555.

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Ariyanto, Amarina. "Intergroup biases in the reporting and perceiving of Muslim-Christian conflict in Indonesia /." [St. Lucia, Qld.], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18403.pdf.

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Afreen, Tanjeem. "Experiences and Adaptations of Muslim Students on the Campus of California State University, Long Beach." Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10978040.

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Based on ethnographic research conducted at California State University Long Beach, this thesis examines the adaptations that Muslim students make in both their eating habits and their forming of social connections in order to meet their specific religious requirements while attending university. The findings of this research are adaptation in eating halal according to student perception, limited halal food options on campus; religious reasons for maintaining a strict halal diet; varying student perceptions of the meaning of halal; the high price of halal food off-campus; students’ mixed feelings about eating non-halal food; and the effects of religion on making friendships and forming social connections with both Muslims and non-Muslims. This research explores adaptive strategies that the Muslim students employ, as well as these students’ attitudes regarding eating non-halal food on campus. This research provides valuable insight into how the university can best serve the needs of an under-served specific minority group on campus, and by extension, the needs of other potentially-underserved groups.

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Kholifah, Dwi Rubiyanti Pimpawun Boonmongkon. "Contesting discourses on sexuality and sexual subjectivity among single young women in pesantren (Muslim Boarding School), West Java, Indonesia /." Abstract Full Text (Mahidol member only), 2005. http://10.24.101.3/e-thesis/2548/cd377/4637972.pdf.

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Albrecht, Milde. "The relationship of values and identity in female Muslim students’ dress practices at the University of Pretoria." Diss., University of Pretoria, 2012. http://hdl.handle.net/2263/41184.

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Western and Eastern societies are known to vary in terms of their important values, identities and dress practices. The Muslim culture is a typical Eastern culture, in which the veil is the most visible symbol of a woman’s Islamic identity. Today many Muslims live in Western societies. The non-Muslim cultural context has resulted in Muslim women becoming acculturated to the new context and thereby having adopted new patterns of dress. South Africa is generally considered to be a Western society. South African Muslim women follow a variety of dress practices, and take part in the acculturation process to different degrees in order to adapt to the cultural context. Islam is the fastest growing religion in the world, but in South Africa Muslims are a minority group. While various international studies have focused on the values and identities that influence Muslim women’s dress practices, very few studies have analysed these aspects within a South African context. This research study fills an important contextual gap in existing knowledge on the behaviour of Muslim women in terms of their dress practices, as related to their values and identity. The study makes a contribution to the fields of culture and apparel behaviour research. e fields of culture and apparel behaviour research. Female Muslim students attending a university in Pretoria follow varied dress practices. While some individuals wear traditional Islamic garments, others follow Western fashion trends. These differences in dress can be attributed to the acculturation process. The campus environment is a multicultural context. Female Muslim students must decide to what extent they are willing to adopt the new values, identities and dress practices that surround them. The aim of this study is to explore and describe the relationship between values and identity in the dress practices of female Muslim students attending a university in Pretoria. The study’s literature review includes explanations of different value typologies, identity types and acculturation strategies. All of these concepts are related to dress. A cultural perspective served as the theoretical framework for the study. This perspective recognises the relationship between the material and non-material aspects of culture and provides a framework to determine how abstract concepts manifest in dress over time. The sample consisted of 200 female Muslim students enrolled at the University of Pretoria. Participants were all between 17 and 25 years of age. Non-probability sampling methods were used, including purposive and snowball sampling. Participants were asked to complete a self-administered questionnaire. An exploratory survey research design was followed with a quantitative approach to collect data. The results of the study revealed that participants could not be divided into three groups according to the different acculturation strategies, but rather into two groups, based on less modest and more modest dress practices. Only slight differences in values and identity were identified between the two groups. While the group who followed less modest dress practices placed more importance on social values, the group following more modest dress practices placed more importance on religious values and found a Muslim identity to be more predominant. All other values and identities were rated as being equally significant to both groups and were also ranked in the same order of importance.
Dissertation (MConsumer Science)--University of Pretoria, 2012.
gm2014
Consumer Science
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Books on the topic "Muslim University"

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Nizami, Khaliq Ahmad. History of the Aligarh Muslim University. Delhi, India: Idarah-i Adabiyat-i Delli, 1995.

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Zafar, Sayed Ahmad. University libraries in Muslim countries: A bibliography. Jeddah: Scientific Publishing Centre, King Abdulaziz University, 1987.

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Jalesrī, Muṣt̤afá Ḥusain Manẓar. Muraqqaʻ-yi tārīk̲h̲-i Muslim Yūnīvarsiṭī ʻAlīgaṛh. ʻAlīgaṛh: Yūniyan Buk Ḍipo, 1985.

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Aligarh Muslim University: Perfect past and precarious present. New Delhi: UBS Publishers' Distributors, 2001.

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Muslim female education: Veil to moon. New Delhi, India: Reference Press, 2014.

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Indian Muslim students at Cambridge. Lahore: Sang-e-Meel Publications, 2011.

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University, Aligarh Muslim. The Seven point programme of the Aligarh Muslim University to promote the educational and cultural advancement of the Muslims of India, under Section 5 (2) (c) of the University Act. Aligarh: Aligarh Muslim University, 1988.

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Muḥammaḍan Kālij se Muslim Yūnīvarsiṭī tak, 1875 tā 2000. ʻAlīgaṛh: Ejūkeshnal Buk Hāʼūs, 2001.

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Muslim Yūnīvarsiṭī kī kahānī ʻimāraton̲ kī zabānī, 1920 tā 1947. ʻAlīgaṛh: Parvīn ʻĀlam, 2002.

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Qureshi, Ishrat Ali. Aligarh, past and present. Aligarh: Aligarh Muslim University, 1992.

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Book chapters on the topic "Muslim University"

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Bennett, Clinton. "Aligarh Muslim University." In Islam, Judaism, and Zoroastrianism, 54–57. Dordrecht: Springer Netherlands, 2018. http://dx.doi.org/10.1007/978-94-024-1267-3_1901.

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Bagguley, Paul, and Yasmin Hussain. "Late-Modern Muslims: Theorising Islamic Identities Amongst University Students." In Muslim Students, Education and Neoliberalism, 35–49. London: Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-56921-9_3.

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Gyagenda, Ismail S., and Wardah M. Rajab-Gyagenda. "Islamic University in Uganda (IUIU): The Pioneers." In Muslim Institutions of Higher Education in Postcolonial Africa, 135–56. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/9781137552310_9.

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Ewing, Katherine Pratt. "Emine: Muslim University Student in Berlin (Turkish Student in Germany)." In Muslim Voices and Lives in the Contemporary World, 71–83. New York: Palgrave Macmillan US, 2008. http://dx.doi.org/10.1057/9780230611924_6.

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Lo, Mbaye. "The Islamic University of Niger from Lahore, Pakistan, to Say, Niger: The Challenge of Establishing a Transnational Islamic University." In Muslim Institutions of Higher Education in Postcolonial Africa, 265–81. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/9781137552310_17.

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Moussa, Adam Youssouf. "King Faisal University in Chad: Challenges, Opportunities, and Future Prospects." In Muslim Institutions of Higher Education in Postcolonial Africa, 157–77. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/9781137552310_10.

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Ahmed, Abdulmageed Abdulraheem A. "The International University of Africa, Sudan: Its History, Mission, and Dissertations." In Muslim Institutions of Higher Education in Postcolonial Africa, 211–20. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/9781137552310_13.

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Lo, Mbaye. "Islam and the Idea of the “African University”: An Analytical Framework." In Muslim Institutions of Higher Education in Postcolonial Africa, 13–39. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/9781137552310_2.

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Njozi, Hamza Mustafa. "The Mission of the Muslim University of Morogoro in Tanzania: Context, Promises, and Challenges." In Muslim Institutions of Higher Education in Postcolonial Africa, 95–105. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/9781137552310_6.

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Kobo, Ousman Murzik. "Islamic Institutions of Higher Learning in Ghana: The Case of the Islamic University College." In Muslim Institutions of Higher Education in Postcolonial Africa, 179–91. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/9781137552310_11.

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Conference papers on the topic "Muslim University"

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Suraya Md.Yunus, Aida, Norzaini Azman, and Shukran Abdul Rahman. "Views of Universityrs Top Management Leaders on University-Community Engagement." In International Conference on Education in Muslim Society (ICEMS 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icems-17.2018.28.

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Khalida, Sovia Nur, and Herlin Putri Indah Destari. "On Being and Becoming the “Ideal” Muslim Women: Girlhood Narratives of Young “Indonesian Muslims in Pesantren." In International University Symposium on Humanities and Arts (INUSHARTS 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200729.034.

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Zahari, Nurul Auni, Malina Mustapa, Siti Shyahirah Qayyum Nasser, Abdul Rahman Ahmad Dahlan, and Jamaludin Ibrahim. "A Conceptual Digital Transformation Design for International Islamic University Malaysia to "University of the Future"." In 2018 International Conference on Information and Communication Technology for the Muslim World (ICT4M). IEEE, 2018. http://dx.doi.org/10.1109/ict4m.2018.00026.

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Nizamani, Saad, Sehrish Nizamani, Khalil-u.-Rehman Khoumbati, Sarwat Nizamani, Shahzad Memon, and Nazish Basir. "Cultural Preferences of Pakistan for the University Website Design." In 2018 International Conference on Information and Communication Technology for the Muslim World (ICT4M). IEEE, 2018. http://dx.doi.org/10.1109/ict4m.2018.00066.

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Madzin, Hizmawati, Nur Dhania Kamalia Kamarol, and Siti Khadijah Ali. "Re: Feel- Muslim Self-Help Mobile Application with Asma'ul Husna." In 2021 International Conference of Women in Data Science at Taif University (WiDSTaif ). IEEE, 2021. http://dx.doi.org/10.1109/widstaif52235.2021.9430241.

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Semakula, Isa, and Suhaila Samsuri. "Green Computing Knowledge among Students in a Ugandan University." In 2016 6th International Conference on Information and Communication Technology for The Muslim World (ICT4M). IEEE, 2016. http://dx.doi.org/10.1109/ict4m.2016.049.

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Wildan Zulfikar, Muhammad, Amirul Idham bin Hashim, Haliq Ubaid bin Ahmad Umri, and Abdul Rahman Ahmad Dahlan. "A Business Case for Digital Transformation of a Malaysian-Based University." In 2018 International Conference on Information and Communication Technology for the Muslim World (ICT4M). IEEE, 2018. http://dx.doi.org/10.1109/ict4m.2018.00028.

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El-Maamiry, Ali Amour. "Electronic resources at the University of Dubai: Information seeking behavior." In 2014 5th International Conference on Information and Communication Technology for The Muslim World (ICT4M). IEEE, 2014. http://dx.doi.org/10.1109/ict4m.2014.7020593.

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Amin, Yasin, and Goran Othman. "Forensic Investigation of Two Christian and Muslim Mass Graves Skeletal Remains in Sorya-Duhok governorate- Iraqi Kurdistan." In 4th Scientific Conference of Hawler Medical University. Hawler Medical University, 2018. http://dx.doi.org/10.15218/hmu.04.05.

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Patimah, Siti, and Safriadi. "Developing State Islamic University As a World-Class Center for Studying Islam." In 1st Raden Intan International Conference on Muslim Societies and Social Sciences (RIICMuSSS 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201113.028.

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Reports on the topic "Muslim University"

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Irminger, Bente. Økt interesse for kreativitet åpner for nye designerroller- men skaper også behov for rolleavklaringer. Universitetet i Bergen KMD, January 2018. http://dx.doi.org/10.22501/kmd-ar.1090265.

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Irminger, Bente. A growing interest in creativity is opening up new roles for the designer- but also creating a need for clarification of these roles. Universitetet i Bergen KMD, January 2018. http://dx.doi.org/10.22501/kmd-ar.1090256.

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Bente Irminger, ‘A growing interest in creativity is opening up new roles for the designer- but also creating a need for clarification of these roles‘, Faculty of Fine Art, Music and Design, University of Bergen
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Rysjedal, Fredrik. Frozen Moments in Motion. Universitetet i Bergen KMD, January 2019. http://dx.doi.org/10.22501/kmd-ar.31524.

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What are the concepts of motion in digital comics? What types of motion can be used in comics and how does motion affect the presentation, the story and even the reader/viewer? This project is a part of the Norwegian Programme for Artistic Research, and it's executed at the Bergen Academy of Art and Design, today called Faculty of Fine Art, Music and Design at the University of Bergen.
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Martin, Kathi, Nick Jushchyshyn, and Claire King. James Galanos, Wool Evening Suit. Fall 1984. Drexel Digital Museum, 2018. http://dx.doi.org/10.17918/6gzv-pb45.

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The URL links to a website page in the Drexel Digital Museum (DDM) fashion image archive containing a 3D interactive panorama of an evening suit by American fashion designer James Galanos with related text. This evening suit is from Galanos Fall 1984 collection. The skirt and bodice of the jacket are black and white plaid wool. The jacket sleeves are black mink with leather inserts that contrast the sheen of the leather against the luster of the mink and reduce some of the bulk of the sleeve. The suit is part of The James G. Galanos Archive at Drexel University gifted to Drexel University in 2016. The panorama is an HTML5 formatted version of an ultra-high resolution ObjectVR created from stitched tiles captured with GigaPan technology. It is representative the ongoing research of the DDM, an international, interdisciplinary group of researchers focused on production, conservation and dissemination of new media for exhibition of historic fashion.
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Martin, Kathi, Nick Jushchyshyn, and Daniel Caulfield-Sriklad. 3D Interactive Panorama Jessie Franklin Turner Evening Gown c. 1932. Drexel Digital Museum, 2015. http://dx.doi.org/10.17918/9zd6-2x15.

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The 3D Interactive Panorama provides multiple views and zoom in details of a bias cut evening gown by Jessie Franklin Turner, an American woman designer in the 1930s. The gown is constructed from pink 100% silk charmeuse with piping along the bodice edges and design lines. It has soft tucks at the neckline and small of back, a unique strap detail in the back and a self belt. The Interactive is part of the Drexel Digital Museum, an online archive of fashion images. The original gown is part of the Fox Historic Costume, Drexel University, a Gift of Mrs. Lewis H. Pearson 64-59-7.
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Martin, Kathi, Nick Jushchyshyn, and Claire King. James Galanos, Silk Chiffon Afternoon Dress c. Fall 1976. Drexel Digital Museum, 2018. http://dx.doi.org/10.17918/q3g5-n257.

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The URL links to a website page in the Drexel Digital Museum (DDM) fashion image archive containing a 3D interactive panorama of an evening suit by American fashion designer James Galanos with related text. This afternoon dress is from Galanos' Fall 1976 collection. It is made from pale pink silk chiffon and finished with hand stitching on the hems and edges of this dress, The dress was gifted to Drexel University as part of The James G. Galanos Archive at Drexel University in 2016. After it was imaged the gown was deemed too fragile to exhibit. By imaging it using high resolution GigaPan technology we are able to create an archival quality digital record of the dress and exhibit it virtually at life size in 3D panorama. The panorama is an HTML5 formatted version of an ultra-high resolution ObjectVR created from stitched tiles captured with GigaPan technology. It is representative the ongoing research of the DDM, an international, interdisciplinary group of researchers focused on production, conservation and dissemination of new media for exhibition of historic fashion.
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Martin, Kathi, Nick Jushchyshyn, and Claire King. James Galanos Evening Gown c. 1957. Drexel Digital Museum, 2018. http://dx.doi.org/10.17918/jkyh-1b56.

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The URL links to a website page in the Drexel Digital Museum (DDM) fashion image archive containing a 3D interactive panorama of an evening suit by American fashion designer James Galanos with related text. This evening gown is from Galanos' Fall 1957 collection. It is embellished with polychrome glass beads in a red and green tartan plaid pattern on a base of silk . It was a gift of Mrs. John Thouron and is in The James G. Galanos Archive at Drexel University. The panorama is an HTML5 formatted version of an ultra-high resolution ObjectVR created from stitched tiles captured with GigaPan technology. It is representative the ongoing research of the DDM, an international, interdisciplinary group of researchers focused on production, conservation and dissemination of new media for exhibition of historic fashion.
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