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Teachers' Perceptions of Islamic Religious Education in Arab High Schools in Israel

Teachers' Perceptions of Islamic Religious Education in Arab High Schools in Israel

Najwan Saada
Copyright: © 2020 |Pages: 29
ISBN13: 9781522585282|ISBN10: 1522585281|ISBN13 Softcover: 9781522585299|EISBN13: 9781522585305
DOI: 10.4018/978-1-5225-8528-2.ch008
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MLA

Saada, Najwan. "Teachers' Perceptions of Islamic Religious Education in Arab High Schools in Israel." Global Perspectives on Teaching and Learning Paths in Islamic Education, edited by Miftachul Huda, et al., IGI Global, 2020, pp. 135-163. https://doi.org/10.4018/978-1-5225-8528-2.ch008

APA

Saada, N. (2020). Teachers' Perceptions of Islamic Religious Education in Arab High Schools in Israel. In M. Huda, J. Safar, A. Mohamed, K. Jasmi, & B. Basiron (Eds.), Global Perspectives on Teaching and Learning Paths in Islamic Education (pp. 135-163). IGI Global. https://doi.org/10.4018/978-1-5225-8528-2.ch008

Chicago

Saada, Najwan. "Teachers' Perceptions of Islamic Religious Education in Arab High Schools in Israel." In Global Perspectives on Teaching and Learning Paths in Islamic Education, edited by Miftachul Huda, et al., 135-163. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-5225-8528-2.ch008

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Abstract

In this multiple case study, the authors explore the purposes and significance of Islamic religious education as it is viewed and interpreted by Arab and Muslim teachers in Arab high schools in Israel. It interrogates how the Muslim teachers locate themselves and their pedagogy within a continuum of salafi (conservative) versus liberal conceptions of tarbiyya (the spiritual aspects of Islam) and ta`dib (the moral aspects of Islam) and why they do so. The results show that teachers support the salafi rather than the liberal conceptions of Islamic education. This means that they focus on the naql (the transmission of religious knowledge) rather than aql (rational thinking) in teaching the moral aspects of Islam. Also, teachers avoid the dealing with the intellectual diversity within Islam, the discussion of contemporary issues, and the tenets of other Abrahamic religions. They conclude that this may lead to religious illiteracy and argue that liberal Islamic education with critical and reflective reasoning is much appropriate for living in multicultural and multi-faith society.

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