Introduction

Abstract

Miller-Idriss, C., Siddiqui, S. (2019). Introduction. Journal of Education in Muslim Societies, 1(1), 1–2. DOI 10.2979/jems.1.1.01 • Copyright © 2019 International Institute of Islamic Thought Introduction W elcome to the first issue of the Journal of Education in Muslim Societies (JEMS), which is being published as part of the International Institute of Islamic Thought’s new Advancing Education in Muslim Societies (AEMS) initiative in partnership with Indiana University Press. JEMS aims to contribute original scholarly research to debates, practices, policies , and reforms affecting education in Muslim societies in an attempt to link the academic and theoretical domains with policy and practice. By casting light on the state of education and educational reform in these societies, we seek to interrogate their core problems, needs, reform objectives, approaches and perspectives, crosscutting trends, innovations, opportunities, and other education-related challenges. Some clarification of terms is important. First, we reject the notion that the world is divided into Muslim and non-Muslim societies. Thus, the journal examines education in any society in which Muslims are present. In Muslim-majority societies, for example, our examination may focus on nationwide systems (secular as well as religious), while in Muslim-minority societies, we may study the educational activity of the indigenous Muslim populations. Second, our definition of education is broad and inclusive. It includes, but is not limited to, religious education, PreK-12, higher education, parenting, nonformal education, youth development, and adult learning over the course of one’s life. Within formal educational systems, we seek scholarly contributions related to education policy, curriculum, pedagogy, governance and leadership, and assessment and evaluation. Outside of formal educational systems, we aim to publish original research on early childhood development and parenting, non-formal and alternative education, after-school programs and summer camps, and continuing education programs. JEMS also encourages scholarship in the areas of educational equity; the context of education; the role of philanthropy in education; and the relevant philosophical, epistemological, and theoretical underpinnings. We seek articles by researchers from across disciplines (for example, history, political science, religious studies, sociology, public affairs, nonprofit management, business, and philanthropy) and from policymakers and practitioners throughout the world working in this emerging field. This first issue focuses on the role of what we call “third space reform” in education. Most existing approaches to global educational reform frame education in utilitarian and transactional terms, viewing it as a means to strengthen democracy (the first space) or as an engine for a nation’s economic development (the second space). These are not unworthy goals, of course. However, the AEMS initiative starts from the premise that the purpose of education is both utilitarian and transformative. In this framework, education is not only a transaction through 2 JournalofEducationinMuslimSocieties · Vol. 1, No. 1 which degree attainment leads to a life of accomplishments, but also a lifelong process through which individuals experience meaning and fulfillment. Responding to a need for highlighting socio-emotional learning and holistic learner development, AEMS represents a potential “third space” in global educational reform efforts—one that blends and expands the civic education and human capital approaches toward overall student and human well-being. This is a key philosophical difference with existing approaches to education reform. Given its strong research and evidence base, AEMS will ensure that all children have access to education for a meaningful life—namely, one that offers psychological and emotional stability; social and relational fulfillment; and purposeful and impactful economic, community, and political engagement. This first issue consists of a report of the Symposium on Muslim Philanthropy and Civil Society held at Indiana University in Indianapolis during October 2018, which analyzed issues related to education in Muslim societies, three peerreviewed research articles, and four book reviews. In the flagship article for this premiere issue, Ilham Nasser, Cynthia MillerIdriss , and Ahmed Alwani present the conceptual research framework underpinning AEMS, an empirical initiative that seeks to contribute evidence-based knowledge on the state of education and, more specifically, the well-being of students in an authentic and context-sensitive manner. While prior educational research and interventions have emphasized education for employment or citizen development, the authors argue for a broader and more holistic approach to young people...