Introduction

Abstract

Miller-Idriss, C., Siddiqui, S. (2020). Introduction. Journal of Education in Muslim Societies, 2(1), 1–2. DOI 10.2979/jems.2.1.01 • Copyright © 2020 International Institute of Islamic Thought Introduction A s we reflect on our three-year term as coeditors of JEMS, we are struck with gratitude at the opportunity to launch a new journal that is helping bridge divides in so many ways. As a collaboration between a nonprofit organization (the International Institute of Islamic Thought, or IIIT) and a university press (Indiana University Press), JEMS connects decades of practical global experience with education in Muslim societies with dissemination channels for academic knowledge in the United States and Europe. As an interdisciplinary journal it is committed to research from across different fields of study. Launching something brand-new is a heavy lift, as we have learned: from negotiating the partnership agreement to setting up an editorial board and choosing the name and cover iconography for the journal, there were dozens of decisions to make before we even began to solicit manuscripts and make review requests. Our learning curve was steep and would have been impossible to navigate without the essential support of our managing editors and support staff in the IIIT publications department. We are tremendously grateful for their help. We are delighted to close out our term with a robust issue. It opens with three peer-reviewed articles that turn to issues of educational experiences in Muslim communities and societies. Timothy Reagan analyzes the intersection of Islam and public education in the United States, while Naheed Natasha Mansur reports on a study of how belonging is understood among working Rohingya boys in Bangladesh’s Cox’s Bazaar. Finally, Elisheva Cohen interrogates how educational curriculum relates to concepts of inclusion and exclusion. Rounding out the volume: A summary by Dr. Ilham Nasser of the Mapping the Terrain of Education data collection and analysis effort, part of the long-term Advancing Education in Muslim Societies (AEMS) research project that has gathered data annually from tens of thousands of participants in more than a dozen countries, focusing on how secondary school and university students, administrators, teachers, and parents understand four key attributes and values, and how they play out in their schools: community-mindedness, forgiveness, moral reasoning, and empathy . Fatima Hendricks reports on the intersection of extremism and Islam, focusing in particularly on anti-Muslim and Islamophobic trends and how 2 JournalofEducationinMuslimSocieties · Vol. 2, No. 1 we might teach undergraduate students about these issues as part of broader diversity and inclusion training. Meili Criezis looks more specifically at Islamophobia in higher education and anti-Muslim prejudice in mainstream public spheres, as well as how ethno-nationalists and Salafi-jihadis work to create strictly defined identities and propaganda content about Muslims. A literature review by Afshan Paarlberg traces the connection between philanthropy and education in Muslim contexts. And, finally, five book reviews trace new research on education and Muslim identity, pedagogy, and teaching in Islamic education, Islamic studies, Islamic knowledge, and Arab education. It has been an honor and a privilege to shepherd these first volumes to publication. We are delighted to hand over the co-editorship to two stellar colleagues: Prof. Nuraan Davids (South Africa) and Dr. Ilham Nasser (United States). Cynthia Miller-Idriss American University Shariq A. Siddiqui Indiana University Co-editors, JEMS ...