Character education in a Muslim school: A case study of a comprehensive Muslim school's curricula

Deteriorating social behavior, negative media influence and violence among adolescents have given cause to pause and assess character development for the youth of this country. The purpose of this case study was to examine how a Muslim school’s curricula implemented character education. This study used a qualitative single-case methodology to examine character education as it was experienced by the participants in a private Muslim school. Data were collected from participant interviews, document analysis, and observations of classrooms, daily activities and special events. Data were analyzed to determine how character education was defined by the school, the method of delivery for the character education initiatives and the implementation of character education in this Muslim school. Analysis was based on Character Education Partnership’s (CEP) Eleven Principles of Effective Character Education (2007). The results of the study revealed: (a) participants defined character education using varied traits, processes, and expected behaviors. (b) The school delivers its character education curriculum primarily through the Islamic studies division; an add-on delivery method. Still, there was evidence of partial integration of character education in the core courses and (c) based on CEP’s Eleven Principles four were present and five were partially present in the school’s character education initiatives. Findings also revealed that the school’s emphasis on values, morality and spirituality was instrumental in their teaching character. Findings suggest that if participants in the school community work together they might formulate a definition of character education based on common process and expected behavior and create a collaborative working relationship to implement a character education program. Finally, addressing the absent and partially absent elements of the eleven principles could enhance the school’s character education initiatives. The study provides a process by which religious schools could examine their character education programs. The criteria used to measure the use of character education elements are transferable to other settings; however, this method of study does not allow generalization of findings.

Student Knowledge and Perceptions of Islam and the Arab and Muslim World

Students’ knowledge and perceptions of Islam and the Arab and Muslim world were assessed at three schools to evaluate the effectiveness of the current pedagogy and curriculum. Results show that students have little knowledge of the subject, say that they get most of their information from their teachers, have fairly positive perceptions of Islam and the Arab and Muslim world, and have suggestions to improve the curriculum.

The rise of Islamism amongst Muslim youth in the UK

The purpose of this study was to examine the possible reasons why Muslim youth are increasingly becoming attracted to radical Islam in the UK. Recent studies involving focus groups of Muslim youth across the UK and opinion surveys were used to measure youth's level of religious guidance, integration in society and feelings of hostility or of an enemy image of Islam. It was found that alienation from traditional methods of religious education, parents/ imams, is the possible first step that makes youth more vulnerable to outside Islamist groups. The second step is the lack of integration due to discrimination and feeling as an enemy within society. The enemy image includes the government's decision to invade Iraq and the perception that Muslims and Islam are under attack. There is a strong need for youth to reconcile their national and religious identities in order to be active citizens in the future.

Without an empire: Muslim mobilization after the caliphate

The Caliphate was a fundamental part of Islamic society for nearly 1300 years. This paper seeks to uncover what effect the removal of this institution had on the mobilization of Muslims in several parts of the world; Turkey, Egypt, and British India. These countries had unique experiences with colonialism, secularism, nationalism, that in many ways conditioned the response of individuals to this momentous occasion. Each country’s reaction had a profound impact on the future trajectory of civil society, and the role of Islam in the lives of its citizens. The conclusions of this paper challenge the monolithic depiction of Islam in the world, and reveal the origins of conflict that these three centers of Muslim power face today. Much of the religious narrative now commonplace in Muslim organizations derive from this pivotal event in world history.