Democratic Citizenship Education and Islamic Education: On Sceptical Doctoral Encounters

Abstract

Abstract Purpose There is a dearth of literature dealing with Islamic education that embeds the notion of democratic citizenship education for at least two reasons: firstly, democratic citizenship education is not always considered as commensurable with Islamic education and secondly, Islamic education is aimed at producing just persons, whereas democratic citizenship education aims to engender responsible citizens. Methodology/approach My approach is philosophical/analytical and argumentative. Findings I argue that the two concepts do not have to be considered as mutually exclusive and that cultivating just persons invariably involves producing responsible persons. Hence, as my first argument I show that through the practices of Islamic education, which is just action (ijtihād), deliberative engagement (shūrā) and recognition of the other (ta`āruf), democratic citizenship education has the potential to enhance the pursuit of a doctorate on the basis that the latter connects with multiple forms of enactment. My second argument relates to offering some sceptical encounters with a doctoral candidate, in particular showing how just action (ijtihād), deliberative engagement (shūrā) and recognition of the other (ta`āruf) were manifested in our encounters. Drawing on the seminal thoughts of Stanley Cavell (1997), particularly his ideas on ‘living with scepticism’, I argue that doctoral supervision in the knowledge fields of democratic citizenship education and Islamic education ought to be an encounter framed by scepticism. Research limitations Although I combine philosophical and narrative inquiry, I do not consistently accentuate various dimensions of the latter – that is, narrative inquiry, as well as drawing on other cases of my supervision. Practical implications I envisage that the commensurability argued for between democratic citizenship education and Islamic education can impact the supervision of doctoral candidates. Originality/value I point out that supervising students sceptically might engender moments of acknowledging humanity within the Other (autonomous action or ijtihād), experiencing attachment to the Other’s points of view with a readiness for departure (deliberative engagement or shūrā) and showing responsibility to the Other (recognition of the other or ta`āruf). In turn, I show how sceptical encounters along the lines of autonomous action, deliberative engagement and responsibility towards the other connect, firstly, with liberal education and secondly, the possibilities of such encounters for Muslims involved in advocating for just and/or responsible action.