Education Leadership And Islam

Author: Saeeda Shah
Publisher: Routledge
ISBN: 1135052530
Size: 13.95 MB
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Educational institutions are undergoing complex and sensitive changes in the context of immigration, international mobility, globalisation, and shifting economic scenarios, making highly challenging demands on educational leaders. Leadership is increasingly being perceived and theorised as pivotal to students’ achievement and institutional performance. In this book, Saeeda Shah considers educational leadership from an Islamic perspective to debate theoretical positions underpinned by Islamic texts and teachings, and the resulting conceptualisations and interpretations. While educational leadership literature and research have flourished in recent years, this is predominantly informed by Western ideologies, concepts, theories and practices. Education, Leadership and Islam focuses on contemporary educational settings and practices, drawing on research and empirical evidence from multicultural contexts in order to enrich theory and inform policy and practice in relevant frameworks, particularly in relation to the growing Muslim population in the West. Chapters also discuss gender in Islam, educational expectations and Islamic faith schools to comprehensively explore education in relation to Islamism. Situating Muslims within contemporary societies, this book extends debates regarding educational philosophy and leadership, endorsing diversity and plurality through an appreciation of difference. Education, Leadership and Islam will appeal to education researchers as well as social and political scientists attempting to understand Muslim educational issues in contemporary life, both in the east and in the west. This book offers critical insight into educational theory and practice, and as such will be key reading for policy makers and educational leaders.

American Indian Workforce Education

Author: Carsten Schmidtke
Publisher: Routledge
ISBN: 1317302311
Size: 34.45 MB
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In this collection of original essays, contributors critically examine the pedagogical, administrative, financial, economic, and cultural contexts of American Indian vocational education and workforce development, identifying trends and issues for future research in the fields of vocational education, workforce development, and American Indian studies.

Educational Leadership As A Culturally Constructed Practice

Author: Jane Wilkinson
Publisher: Routledge
ISBN: 1317426703
Size: 13.97 MB
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This edited book collection disrupts received notions of educational leadership, culture and diversity as currently portrayed in practice and theory. It draws on compelling studies of educational leadership from the global north and south, as well as from a range of ethnic, religious and gendered perspectives and critical research approaches. In so doing, the book powerfully challenges contemporary leadership discourses of diversity that reproduce essentialising leadership practices, binary divisions and asymmetrical power relations. The various chapters contest and move beyond exhortations for leadership in increasingly diverse societies; revealing through their rich portraits of the hybridity of leadership practice, the shallowness of diversity discourses that are framed as something "we" (the culturally homogenous) leader do to (heterogenous) ‘others’. The volume is more than critique. Instead it offers readers new directions and possibilities through which to understand, theorise and practise educational leadership in the twenty first century. In portraying leading as a "relational practice in contexts of cultural hybridity" (Blackmore, this volume), it extends critical theories for and of leadership practice, examining the intersectionality between leadership and a range of social categories, and challenging notions of leadership as a singular construct. Compelling research narratives reveal educational leadership practice as nuanced, temporal, site specific and prefigured by traditions and cultural understandings that reach beyond a simplification of educational leadership as understood through unitary lenses of race, gender or ethnicity. This book is essential reading for academics and students of educational leadership and management, as well as administrators.

Muslim Students Education And Neoliberalism

Author: Máirtín Mac an Ghaill
Publisher: Springer
ISBN: 1137569212
Size: 73.65 MB
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This edited collection brings together international leading scholars to explore why the education of Muslim students is globally associated with radicalisation, extremism and securitisation. The chapters address a wide range of topics, including neoliberal education policy and globalization; faith-based communities and Islamophobia; social mobility and inequality; securitisation and counter terrorism; and shifting youth representations. Educational sectors from a wide range of national settings are discussed, including the US, China, Turkey, Canada, Germany and the UK; this international focus enables comparative insights into emerging identities and subjectivities among young Muslim men and women across different educational institutions, and introduces the reader to the global diversity of a new generation of Muslim students who are creatively engaging with a rapidly changing twenty-first century education system. The book will appeal to those with an interest in race/ethnicity, Islamophobia, faith and multiculturalism, identity, and broader questions of education and social and global change.

Discourses And Practices Of Terrorism

Author: Bob Brecher
Publisher: Routledge
ISBN: 1135156492
Size: 50.83 MB
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This interdisciplinary book investigates the consequences of the language of terror for our lives in democratic societies. The approach of this book is in direct contrast with those that either view terrorism simplistically, as a clear reality threatening democratic society and thus requiring certain sorts of response, or argue, equally simplistically, that the invocation of terror is merely the ideological veil for continued capitalist exploitation. While closer in spirit to the second of these, this work does not simply dismiss the discourse on terror, but rather investigates the consequences of this discourse for the organisation of life in democratic societies. In interrogating the discourse of terror from a variety of viewpoints, this interdisciplinary text builds upon the understanding of the importance of the language of terror from a new perspective: the interconnections between discourses of terror; the material realities they at once reflect and help produce; and the specificities of particular historical circumstances. In offering an integrated approach of this sort, and founded on a base of applied philosophy, broadly conceived, the contributors offer a new contribution to both public and academic debate, and at the same time initiate a series of further interventions in Critical Terrorism Studies. This book will be of interest to students of critical terrorism studies, terrorism studies, security studies, philosophy and discourse theory. Bob Brecher is Director of the Centre for Applied Philosophy, Politics & Ethics at Brighton University. He has published widely in moral, political and applied philosophy and the politics of higher education. Mark Devenney is Academic Programme Leader in Humanities at the University of Brighton. He has published in the areas of critical theory, post-Marxism and post-Colonial politics. Aaron Winter is Lecturer in Sociology at the University of Abertay Dundee. His research focuses on terrorism and the concept of ‘extremism’, whiteness, masculinity and violence, and the extreme right, organised racism and the religious right in the United States.

Curriculum Epistemicide

Author: João M. Paraskeva
Publisher: Routledge
ISBN: 1317562003
Size: 44.93 MB
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Around the world, curriculum – hard sciences, social sciences and the humanities – has been dominated and legitimated by prevailing Western Eurocentric Anglophone discourses and practices. Drawing from and within a complex range of epistemological perspectives from the Middle East, Africa, Southern Europe, and Latin America, this volume presents a critical analysis of what the author, influenced by the work of Sousa Santos, coins curriculum epistemicides, a form of Western imperialism used to suppress and eliminate the creation of rival, alternative knowledges in developing countries. This exertion of power denies an education that allows for diverse epistemologies, disciplines, theories, concepts, and experiences. The author outlines the struggle for social justice within the field of curriculum, as well as a basis for introducing an Itinerant Curriculum Theory, highlighting the potential of this new approach for future pedagogical and political praxis.

International Handbook Of Philosophy Of Education

Author: Paul Smeyers
Publisher: Springer
ISBN: 3319727613
Size: 43.20 MB
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This handbook presents a comprehensive introduction to the core areas of philosophy of education combined with an up-to-date selection of the central themes. It includes 95 newly commissioned articles that focus on and advance key arguments; each essay incorporates essential background material serving to clarify the history and logic of the relevant topic, examining the status quo of the discipline with respect to the topic, and discussing the possible futures of the field. The book provides a state-of-the-art overview of philosophy of education, covering a range of topics: Voices from the present and the past deals with 36 major figures that philosophers of education rely on; Schools of thought addresses 14 stances including Eastern, Indigenous, and African philosophies of education as well as religiously inspired philosophies of education such as Jewish and Islamic; Revisiting enduring educational debates scrutinizes 25 issues heavily debated in the past and the present, for example care and justice, democracy, and the curriculum; New areas and developments addresses 17 emerging issues that have garnered considerable attention like neuroscience, videogames, and radicalization. The collection is relevant for lecturers teaching undergraduate and graduate courses in philosophy of education as well as for colleagues in teacher training. Moreover, it helps junior researchers in philosophy of education to situate the problems they are addressing within the wider field of philosophy of education and offers a valuable update for experienced scholars dealing with issues in the sub-discipline. Combined with different conceptions of the purpose of philosophy, it discusses various aspects, using diverse perspectives to do so. Contributing Editors: Section 1: Voices from the Present and the Past: Nuraan Davids Section 2: Schools of Thought: Christiane Thompson and Joris Vlieghe Section 3: Revisiting Enduring Debates: Ann Chinnery, Naomi Hodgson, and Viktor Johansson Section 4: New Areas and Developments: Kai Horsthemke, Dirk Willem Postma, and Claudia Ruitenberg

Women Education Scholars And Their Children S Schooling

Author: Kimberly Scott
Publisher: Routledge
ISBN: 1317566149
Size: 32.68 MB
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This volume offers both theoretical and research-based accounts from mothers in academia who must balance their own intricate knowledge of school systems, curriculum and pedagogy with their children’s education and school lives. It explores the contextual advantages and disadvantages of "knowing too much" and how this impacts children’s actions, scholastics and developing consciousness along various lines. Additionally, it allows teachers, administrators and researchers to critically examine their own discourses and those of their students to better navigate their professional and domestic roles. Gathering narratives from academic women in traditional and nontraditional maternal roles, this volume presents both contemporary and retrospective experiences of what it’s like to raise children amidst educational and sociocultural change.

Values In Criminology And Community Justice

Author: Cowburn, Malcolm
Publisher: Policy Press
ISBN: 144730036X
Size: 12.35 MB
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This timely and thought-provoking collection of writings considers values in crime theory, criminal justice and research practice, uncovering the many different 'sides' that criminologists, policy makers and researchers take.