This book presents Islam as a lived religion through observation and discussion of how Muslims from a variety of countries, traditions and views practice their religion. It conveys the experiences of researchers from different disciplinary backgrounds and demonstrates the dynamic and heterogeneous world of Islam. The fascinating case studies range from Turkey, Egypt, Morocco and Lebanon to the UK, USA, Australia and Indonesia, and cover topics such as music, art, education, law, gender and sexuality. Together they will help students understand how research into religious practice is carried out, and what issues and challenges arise.
Including historical foundations, scripture, society, thought, ethics, rituals, spirituality and aesthetics, this is the ideal study aid for those approaching Islam for the first time.
This book presents Islam as a lived religion through observation and discussion of how Muslims from a variety of countries, traditions and views practice their religion. It conveys the experiences of researchers from different disciplinary backgrounds and demonstrates the dynamic and heterogeneous world of Islam. The fascinating case studies range from Turkey, Egypt, Morocco and Lebanon to the UK, USA, Australia and Indonesia, and cover topics such as music, art, education, law, gender and sexuality. Together they will help students understand how research into religious practice is carried out, and what issues and challenges arise.
"Muslims have always been part of the United States, but very little is known about how Muslim Americans practice their religion. How do they pray? What's it like to go on pilgrimage to Mecca? What rituals accompany the birth of a child, a wedding, or the death of a loved one? What holidays do Muslims celebrate and what charities do they support? How do they learn about the Qur'an? [This book] introduces readers to the way Islam is lived in the United States, offering ... portraits of Muslim American life passages, ethical actions, religious holidays, prayer, pilgrimage, and other religious activities"--Back cover.
David W. Montgomery presents a rich ethnographic study on the practice and meaning of Islamic life in Kyrgyzstan. As he shows, becoming and being a Muslim are based on knowledge acquired from the surrounding environment, enabled through the practice of doing. Through these acts, Islam is imbued in both the individual and the community. To Montgomery, religious practice and lived experience combine to create an ideological space that is shaped by events, opportunities, and potentialities that form the context from which knowing emerges. This acquired knowledge further frames social navigation and political negotiation. Through his years of on-the-ground research, Montgomery assembles both an anthropology of knowledge and an anthropology of Islam, demonstrating how individuals make sense of and draw meanings from their environments. He reveals subtle individual interpretations of the religion and how people seek to define themselves and their lives as "good" within their communities and under Islam. Based on numerous in-depth interviews, bolstered by extensive survey and data collection, Montgomery offers the most thorough English-language study to date of Islam in post-Soviet Kyrgyzstan. His work provides a broad view into the cognitive processes of Central Asian populations that will serve students, researchers, and policymakers alike.
Winner of Philosophy of Education Society of Australasia (PESA)'s inaugural PESA Book Awards in 2015, and The University of Hong Kong Research Output Prize for Education 2014-15. Muslims and Islam in U.S. Education explores the complex interface that exists between U.S. school curriculum, teaching practice about religion in public schools, societal and teacher attitudes toward Islam and Muslims, and multiculturalism as a framework for meeting the needs of minority group students. It presents multiculturalism as a concept that needs to be rethought and reformulated in the interest of creating a more democratic, inclusive, and informed society. Islam is an under-considered religion in American education, due in part to the fact that Muslims represent a very small minority of the population today (less than 1%). However, this group faces a crucial challenge of representation in United States society as a whole, as well as in its schools. Muslims in the United States are impacted by ignorance that news and opinion polls have demonstrated is widespread among the public in the last few decades. U.S. citizens who do not have a balanced, fair and accurate view of Islam can make a variety of decisions in the voting booth, in job hiring, and within their small-scale but important personal networks and spheres of influence, that make a very negative impact on Muslims in the United States. This book presents new information that has implications for curricula, religious education, and multicultural education today, examining the unique case of Islam in U.S. education over the last 20 years. Chapters include: Perspectives on Multicultural Education 9/11, the Media, and the New Need to Know Islam and Muslims in Public Schools Blazing a Path for Intercultural Education This book is an essential resource for professors, researchers, and teachers of social studies, particularly those involved with multicultural issues, critical and sociocultural analysis of education and schools; as well as interdisciplinary scholars and students in anthropology and education.
A brief manual designed to help Muslims learn how to live and practice their faith. Different from theoretical treatments of Islam, this book gives readers practical and useful knowledge that can help them understand what it means to be Muslim.
"This ground-breaking book is one of the most significant contributions made in recent years to Islamic education."—John M. Hull, University of Birmingham, United Kingdom New Directions in Islamic Education is a radical rethinking of Islamic education in the modern world. It explores the relationship between pedagogy and the formation of religious identities within Islamic education settings that are based in minority and majority Muslim contexts. Abdullah Sahin, PhD, directs the Centre for Muslim Educational Thought and Practice and is the course leader for the MEd program in Islamic education at MIHE in Leicestershire, United Kingdom.
This edited volume conceives of International Relations (IR) not as a unilateral project, but more as an intellectual platform. Its contributors explore Islamic contributions to this field, addressing the theories and practices of the Islamic civilization and of Muslim societies with regards to international affairs and to the discipline of IR.
