Curriculum Renewal for Islamic Education: Critical Perspectives on Teaching Islam in Primary and Secondary Schools (By Eds. Nadeem A. Memon, Mariam Alhashmi, and Mohamad Abdalla)

Abstract

Reviewed by: Curriculum Renewal for Islamic Education: Critical Perspectives on Teaching Islam in Primary and Secondary Schools ed. by Nadeem A. Memon, Mariam Alhashmi and Mohamad Abdalla Asma Ahmed (bio) Curriculum Renewal for Islamic Education: Critical Perspectives on Teaching Islam in Primary and Secondary Schools Eds. Nadeem A. Memon, Mariam Alhashmi, and Mohamad Abdalla New York: Routledge, 2021. 262 Pages. Curriculum centered issues have, over the years, presented numerous challenges to academics and educators in the field of Islamic education. Rather than offering a prescriptive curriculum, a one-size-fits-all solution, this erudite volume serves as a guide to innovative curriculum renewal. Eighteen contributors provide diverse perspectives, addressing the educational gap across multiple contexts. The editors include, as contributors, diverse stakeholders in the field of Islamic education, from those focused on faith formation to public school educators committed to culturally responsive pedagogies. One of the main objectives of the book is to ensure that schools are responsive to the needs and contexts of learners. [End Page 97] Curriculum renewal in Islamic education is not a new phenomenon. Many international scholars over the past four decades have made significant progress on the renewal process through their numerous books, articles, and webinars. The editors and contributors acknowledge the efforts of the pioneers in the field of Islamic education in the book’s dedication, honoring the “educators, and students of Islamic schooling upon whose shoulders we stand” (p. v). The tribute is enriched by the inclusion of contributions by two such pioneers, Dr. Susan Douglas and Dr. Seema Imam. Yet, at the same time, the authors do not shy away from respectfully providing a constructive critique of existing practices and curriculum approaches, to encourage reflection on collaborative renewal in order to meet the needs of today’s learners, living, as they do, in diverse contexts. The adab of honoring and recognizing the efforts of previous scholars, central to Islamic ethics, is evident throughout the chapters. Curriculum Renewal for Islamic Education therefore stands out from other sources in that it showcases, in one book, the global scholarly work and exemplars of Islamic education, documenting their thinking and development of curriculum philosophy using the Islamic worldview as a starting point. The authors successfully translate their research into educator-friendly practical suggestions for curriculum renewal implementations in diverse contexts. Memon, Alhashmi, and Abdalla (an impressive trio for those familiar with the field) are all experts in Islamic pedagogy and schooling. They have each authored numerous articles and books on Islamic and religious education in both primary and secondary schools. Memon and Abdalla are from the Muslim-minority context of Australia, and Alhashmi is from the Muslim-majority country of United Arab Emirates. All contributors in the volume are professors in the field of Islamic education at well-known, international universities. The three parts of the book, (1) “Islamic Studies Curriculum,” (2) “Islamic Worldview Shaping Curriculum,” and (3) “Islamic Inspired Curriculum Renewal,” each cover and build upon a different component of curriculum development. The first part will be particularly helpful for Muslim educators in Islamic schools and homeschoolers. Each chapter in this section includes two components. The first is an examination of Islamic studies curricula currently in use. It provides a critical yet constructive scan of the most widely used ones in Western and Muslim-majority contexts. The second is an exploration of how to make Islamic studies curricula responsive, relevant, and engaging for learners and their faith formation. Each chapter provides content-specific considerations and pedagogical approaches towards curriculum renewal. Islamic studies, in this part, is largely used as a medium to support Muslim learners, who have a strong sense of belonging, to acquire the knowledge, skills, strategies, and attitudes required to be confident Muslims able to live Islam fully, both locally and in the broader global village. [End Page 98] The second part of the book, “Islamic Worldview Shaping Curriculum,” addresses one of the perennial aims of Islamic education: successfully integrating Islam into the state or nationally mandated curriculum. This segment in particular might prove helpful for public school educators who teach Muslim students. What stands out most about this section, however, is that it turns the idea of integration on its head, challenging...