The Role of Teachers in the Context of Multicultural Education to Promote Islamic Values
Abstract
This study explores the role of teachers in promoting Islamic values within multicultural education settings, examining perspectives on integration, challenges faced, and strategies employed. It aims to understand how educators navigate cultural dynamics while fostering ethical development and cultural awareness among students. A qualitative research approach was employed, utilizing semi-structured interviews with educators and educational experts. Participants were selected based on their experience in integrating Islamic values into curriculum and educational practices. Data were analyzed thematically to uncover patterns and insights regarding teachers' perceptions and practices. The result of the research showed that teachers perceive their role as pivotal in integrating Islamic values, viewing it as essential for nurturing ethical behavior and cultural understanding among students. Challenges identified include resistance from stakeholders and resource limitations. Strategies employed include adapting curriculum materials, fostering open dialogue, and enhancing cultural sensitivity. Successful examples highlight the positive impact of integrating Islamic values on students' ethical development and cultural awareness within educational settings.
References
Abu-Nimer, M., & Nasser, I. (2017). Building peace education in the Islamic educational context. International Review of Education, 63, 153-167. https://doi.org/10.1007/s11159-017-9632-7
Altinyelken, H. K. (2021). Critical thinking and non-formal Islamic education: Perspectives from young Muslims in the Netherlands. Contemporary Islam, 15(3), 267-285. https://doi.org/10.1007/s11562-021-00470-6
Bahroni, I. (2014). The Principle of Integrated Islamic Education. At-Ta'dib, 9(1).
Hussin, N. H., & Tamuri, A. H. (2019). Embedding values in teaching Islamic education among excellent teachers. Journal for Multicultural Education, 13(1), 2-18. https://doi.org/10.1108/JME-07-2017-0040
Iqbal, K., & Abbas, T. (Eds.). (2024). Ethnicity, Religion, and Muslim Education in a Changing World: Navigating Contemporary Perspectives on Multicultural Schooling in the UK. Taylor & Francis.
Kymlicka, W. (2010). The rise and fall of multiculturalism? New debates on inclusion and accommodation in diverse societies. International social science journal, 61(199), 97-112.
Nasser, I., Miller-Idriss, C., & Alwani, A. (2019). Reconceptualizing education transformation in Muslim societies: The human development approach. Journal of Education in Muslim Societies, 1(1), 3-25. https://doi.org/10.2979/jems.1.1.02
Osler, A. (2009). Patriotism, multiculturalism and belonging: political discourse and the teaching of history. Educational review, 61(1), 85-100. https://doi.org/10.1080/00131910802684813
Pica-Smith, C., Contini, R. M., & Veloria, C. N. (2018). Social justice education in European multi-ethnic schools: Addressing the goals of intercultural education. Routledge.
Sahin, A. (2018). Critical issues in Islamic education studies: Rethinking Islamic and Western liberal secular values of education. Religions, 9(11), 335. https://doi.org/10.3390/rel9110335
Saifullah, A. (2024, January). Equitable Education: The Role of Prophetic Values in Madrasah Teaching Practices. In Proceeding International Conference On Islam, Law, And Society (Vol. 3, No. 1).
Utari, U., Soraya, S., & Wulandari, Y. (2024). The gradual Islamisation of teacher education: Current trends and future implications in global inclusive education policy. Journal on Islamic Studies, 1(1), 1-16.
Waghid, Z. (2024). Cultivating Critical Thinking, Social Justice Awareness and Empathy Among Pre-service Teachers Through Online Discussions on Global Citizenship Education. Journal of Creative Communications, 19(1), 74-93. https://doi.org/10.1177/09732586231194438
Copyright (c) 2024 Journal La Edusci
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
