http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
analytical study on bringing aspects of critical pedagogy into the muslim higher education context
International Islamic University Malaysia
Department of Social Foundations and Educational Leadership
Kulliyyah of Education, International Islamic University Malaysia
This study is designed to explore the possibility and viability of critical pedagogy in Muslim higher education. Critical pedagogy is an educational approach that highlights democracy, social justice, empowerment, social responsibility, countering hegemony etc. The central concern of this study is to explore how these aspects can be implemented to improve the Muslim higher education system. This was done by drawing from explanations and examples of how critical pedagogy has been implemented in the west. The study employed philosophical method of conceptual analysis and explorative approach to answer the research questions raised. An understanding was developed on the process of implementing critical pedagogy in a classroom context and also some of the challenges and concerns it entails. To contextualize the significance of critical pedagogy in Muslim education context, the study has discussed in general about the problems of Islamic education system and how critical pedagogical aspects can be used to overcome them. Since critical pedagogy is very context specific, this study used the particular context of social psychology course offered at IIUM to demonstrate with examples how a course can be taught from a critical pedagogical perspective in the Muslim higher education context. It provides detailed examples on how certain topics in the course can be taught to develop students' critical consciousness, a sense of social responsibility and the motivation to act upon issues. It demonstrates how students can be taught to identify and resist the power politics of the dominant groups, counter hegemonic ideologies, and defend themselves and their community against these oppressive forces. It is hoped that providing such examples and detailed analysis can contribute to realizing a critical pedagogical classroom setting in the Muslim higher education context.
Thesis (MED)--International Islamic University Malaysia, 2016.
Includes bibliographical references (leaves 99-103).